الكفاءة الذاتية وعلاقتها بما وراء الاستيعاب والدافعية القرائية لدى طلبة الجامعة العربية المفتوحة بالأردن

Issa Khalil  Alhasanat; Hussain  Abu Rayash

doi:10.35516/edu.v50i2 -S1.1190

Authors

Issa Khalil Alhasanat Department of Education, College of Educational Sciences, Arab Open University, Jordan https://orcid.org/0000-0002-1804-789X
Hussain Abu Rayash Department of Education, College of Educational Sciences, Arab Open University, Jordan.

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.1190

Keywords:

Self-efficacy, metacomprehension., reading motivation, undergraduate students

Abstract

Objectives: The study aimed to identify the levels of self-efficacy, metacomprehension, and reading motivation, as well as the associations between these variables among students of the Arab Open University in Jordan.

Methods: The study was conducted with a sample of (365) male and female undergraduate students from the Arab Open University in Jordan, representing different majors and academic levels. The students were officially registered for the second semester of the university year 2020/2021, and were randomly selected from courses in which they were enrolled. Three assessment tools were used: self-efficacy, metacomprehension, and reading motivation. Descriptive and correlational approaches were employed.

Results: The study's findings revealed that the level of self-efficacy, metacomprehension, and reading motivation among the study sample was remarkably high. Additionally, a strong positive correlation was found between self-efficacy and metacomprehension, as well as reading motivation.

Conclusions: The study recommends enhancing self-efficacy, metacomprehension, and reading motivation among students at various educational stages. Furthermore, it suggests conducting further research to explore the relationship between self-efficacy and variables such as self-esteem, reading comprehension, and the psychological pressures students experience throughout different educational stages.

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