العلاقة بين الوعي ما وراء المعرفي باستراتيجيات القراءة و التحصيل الأكاديمي لدى عينة من طلبة جامعة الحسين بن طلال

Abstract EN

This study aimed at investigating the level of metacognitive awareness of reading strategies components among university students, and whether these components differ according to the students' gender and faculty type, and whether academic achievement differs among students with high / low level of metacognitive awareness of reading strategies.

The sample of the study consisted of (167) male and female undergraduate students from Al-Hussein Bin Talal University.

To achieve the aims of the study, Mokhtari & Reichard metacognitive awareness of reading strategies scale was used.

The results of the study revealed that the students' level of metacognitive awareness of reading strategies on global reading strategies and problem solving strategies was high, and support reading strategies component was moderate, that female students scored significantly higher than male students on the three components (global reading strategies, problem – solving strategies, and support reading strategies).

The results also revealed that there were statistically significant differences in academic achievement between students with high / low metacognitive awareness of reading strategies on problem – solving strategies, and support reading strategies in the favor of students with high level metacognitive awareness of reading strategies.