Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach
Self-regulated learning (SRL) strategies have gained a great prominence in second language reading comprehension; however, to have a comprehensive picture of their efficacy, this study investigated the significant relationships among SRL components, reading comprehension and reading problem solving....
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1746105 |
| _version_ | 1797760827126710272 |
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| author | Roya Ranjbar Mohammadi Mahnaz Saeidi Saeideh Ahangari |
| author_facet | Roya Ranjbar Mohammadi Mahnaz Saeidi Saeideh Ahangari |
| author_sort | Roya Ranjbar Mohammadi |
| collection | DOAJ |
| description | Self-regulated learning (SRL) strategies have gained a great prominence in second language reading comprehension; however, to have a comprehensive picture of their efficacy, this study investigated the significant relationships among SRL components, reading comprehension and reading problem solving. Moreover, it examined the effects of SRL instruction on SRL strategies, reading comprehension, problem solving and the strength of the relationships among these variables. To this end, 183 Iranian English as a foreign language (EFL) learners participated in two phases of this study. In the first phase, the pretest PLS-SEM models were analyzed by evaluating the Motivated Strategies for Learning Questionnaire, Solving Problem Scale, and a test of reading comprehension. The results indicated that from among the components of SRL, cognitive and metacognitive strategies were the dominant predictors of reading comprehension and problem solving, respectively. In the second phase, the effects of SRL instruction and the traditional instruction of reading comprehension on the strength of the relationships were investigated by performing multigroup analysis and comparing $${f^2}$$ and $${R^2}$$ values in the pretest-posttest models. The results indicated that SRL instruction was significantly efficient in improving EFL learners’ SRL strategies, reading comprehension, and reading problem solving. |
| first_indexed | 2024-03-12T19:04:09Z |
| format | Article |
| id | doaj.art-53453987cb7a42bca8e06a1b5fd6b901 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T19:04:09Z |
| publishDate | 2020-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-53453987cb7a42bca8e06a1b5fd6b9012023-08-02T06:21:24ZengTaylor & Francis GroupCogent Education2331-186X2020-01-017110.1080/2331186X.2020.17461051746105Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approachRoya Ranjbar Mohammadi0Mahnaz Saeidi1Saeideh Ahangari2Tabriz Branch, Islamic Azad UniversityTabriz Branch, Islamic Azad UniversityTabriz Branch, Islamic Azad UniversitySelf-regulated learning (SRL) strategies have gained a great prominence in second language reading comprehension; however, to have a comprehensive picture of their efficacy, this study investigated the significant relationships among SRL components, reading comprehension and reading problem solving. Moreover, it examined the effects of SRL instruction on SRL strategies, reading comprehension, problem solving and the strength of the relationships among these variables. To this end, 183 Iranian English as a foreign language (EFL) learners participated in two phases of this study. In the first phase, the pretest PLS-SEM models were analyzed by evaluating the Motivated Strategies for Learning Questionnaire, Solving Problem Scale, and a test of reading comprehension. The results indicated that from among the components of SRL, cognitive and metacognitive strategies were the dominant predictors of reading comprehension and problem solving, respectively. In the second phase, the effects of SRL instruction and the traditional instruction of reading comprehension on the strength of the relationships were investigated by performing multigroup analysis and comparing $${f^2}$$ and $${R^2}$$ values in the pretest-posttest models. The results indicated that SRL instruction was significantly efficient in improving EFL learners’ SRL strategies, reading comprehension, and reading problem solving.http://dx.doi.org/10.1080/2331186X.2020.1746105pls-semreading comprehensionreading problem solvingself-regulated learning |
| spellingShingle | Roya Ranjbar Mohammadi Mahnaz Saeidi Saeideh Ahangari Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach Cogent Education pls-sem reading comprehension reading problem solving self-regulated learning |
| title | Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach |
| title_full | Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach |
| title_fullStr | Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach |
| title_full_unstemmed | Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach |
| title_short | Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach |
| title_sort | self regulated learning instruction and the relationships among self regulation reading comprehension and reading problem solving pls sem approach |
| topic | pls-sem reading comprehension reading problem solving self-regulated learning |
| url | http://dx.doi.org/10.1080/2331186X.2020.1746105 |
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