The Relation between Cognitive Awareness of Reading Strategies and Writing Anxiety

Autor/inn/en	Ocak, Gürbüz; Hocaoglu, Nilda
Titel	The Relation between Cognitive Awareness of Reading Strategies and Writing Anxiety
Quelle	In: Elementary School Forum (Mimbar Sekolah Dasar), 10 (2023) 1, S.149-164 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2355-5343
Schlagwörter	Reading Strategies; Writing (Composition); Anxiety; Secondary School Students; Knowledge Level; Correlation; Predictor Variables; Verbal Communication; Foreign Countries; Grade 7; Gender Differences; Reading Habits; Turkish; Mathematics Achievement; Academic Achievement; Turkey + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Schreibübung; Angst; Sekundarschüler; Wissensbasis; Korrelation; Prädiktor; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Geschlechterkonflikt; Reading habit; Lesegewohnheit; Türkisch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Türkei
Abstract	This study aims to determine the cognitive awareness of reading strategies of secondary school students, the relation between the cognitive awareness of reading strategies and writing anxiety, and the common effect of some variables on cognitive awareness of reading strategies. This quantitative study is an example of a relational survey model with correlational research features. Data have been collected through two different scales. 339 secondary school students have participated in this research. Mean, frequencies, standard deviation, Pearson Correlation Coefficient, Simple Linear Regression, and Two Way Anova have been used for data analysis. As a result of the study, secondary school students have good cognitive awareness of reading strategies, and there is a negative relation between cognitive awareness of reading strategies and writing anxiety. Verbal academic success is a predictor of cognitive awareness of reading strategies, and the common effect of gender and writing anxiety doesn't influence cognitive awareness of reading strategies. (As Provided).
Anmerkungen	Indonesia University of Education. Jl. Mayor Abdurachman No. 211, Sumedang, Jawa Barat, 45322, Indonesia. Web site: https://ejournal.upi.edu/index.php/mimbar/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01