Analytic and pragmatic factors in college students' metacognitive reading strategies

Roman Taraban; Marcel Kerr; Kimberly Rynearson

doi:10.1080/02702710490435547

Analytic and pragmatic factors in college students' metacognitive reading strategies

Roman Taraban, Marcel Kerr, Kimberly Rynearson

Psychological Sciences

Research output: Contribution to journal › Article › peer-review

79 Scopus citations

Abstract

The present study describes the development and validation of a self-report instrument that is designed to measure college students' use of reading strategies for comprehension and for studying while reading school-related materials. Principal components analysis (PCA) of an initial sample (n = 575) of college students showed that the Metacognitive Reading Strategies Questionnaire (MRSQ) measured two constructs: analytic cognitions aimed at reading comprehension, and pragmatic behaviors aimed at studying and academic performance. Cross-validation of the constructs with a second sample (n = 574) revealed that the MRSQ demonstrates high validity and internal reliability, simple and stable structure, and meaningful interpretability.

Original language	English
Pages (from-to)	67-81
Number of pages	15
Journal	Reading Psychology
Volume	25
Issue number	2
DOIs	https://doi.org/10.1080/02702710490435547
State	Published - Apr 2004

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Analytic and pragmatic factors in college students' metacognitive reading strategies

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