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Comparing metacognitive reading strategies among university students from Poland, Hungary, Slovakia and the Czech Republic

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dc.title Comparing metacognitive reading strategies among university students from Poland, Hungary, Slovakia and the Czech Republic en
dc.contributor.author Gavora, Peter
dc.contributor.author Vaculíková, Jitka
dc.contributor.author Kalenda, Jan
dc.contributor.author Kálmán, O.
dc.contributor.author Gombos, P.
dc.contributor.author Świgost, M.
dc.contributor.author Bontová, A.
dc.relation.ispartof Journal of Further and Higher Education
dc.identifier.issn 0309-877X Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2019
utb.relation.volume 44
utb.relation.issue 7
dc.citation.spage 896
dc.citation.epage 910
dc.type article
dc.language.iso en
dc.publisher Routledge
dc.identifier.doi 10.1080/0309877X.2019.1614545
dc.relation.uri https://www.tandfonline.com/doi/abs/10.1080/0309877X.2019.1614545?journalCode=cjfh20
dc.subject learning from text en
dc.subject higher education en
dc.subject metacognition en
dc.subject analytic strategies en
dc.subject pragmatic strategies en
dc.description.abstract Students’ uses of metacognitive reading strategies are an important part of effective learning during university studies. Universities may place varied emphasis on the use of different strategy types, and the students employ them accordingly. A purpose of this study was to examine the use of analytic and pragmatic reading strategies by university students from a cross-cultural perspective. Data were collected about students pursuing education study programmes in four Central European countries, Poland, Hungary, Slovakia and the Czech Republic (n = 2692), with the assumption of finding convergent results. Another purpose of this study was to examine the association between students’ ratings of the metacognitive reading strategies and their demographic and academic characteristics. The research instrument was the Metacognitive Reading Strategies Questionnaire translated into the national languages of students. Generally, the study confirmed similar results among the participating universities. The closest are the findings about the dominance of pragmatic metacognitive reading strategies over the analytic ones, no difference between the genders in the rating of analytic strategies and a female preference for pragmatic strategies. Other demographic and academic characteristics did not demonstrate such strong converging tendencies among universities in the rating of metacognitive learning strategies as gender, but they contributed in creating a complex picture of university students’ learning. © 2019, © 2019 UCU. en
utb.faculty Faculty of Humanities
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1008744
utb.identifier.obdid 43880503
utb.identifier.scopus 2-s2.0-85065995419
utb.identifier.wok 000559805500003
utb.source j-scopus
dc.date.accessioned 2019-08-13T10:17:17Z
dc.date.available 2019-08-13T10:17:17Z
utb.ou Department of School Education
utb.ou Research Centre
utb.contributor.internalauthor Gavora, Peter
utb.contributor.internalauthor Vaculíková, Jitka
utb.contributor.internalauthor Kalenda, Jan
utb.wos.affiliation [Gavora, Peter] Tomas Bata Univ Zlin, Dept Sch Educ, Fac Humanities, Zlin, Czech Republic; [Vaculikova, Jitka; Kalenda, Jan] Tomas Bata Univ Zlin, Res Ctr, Fac Humanities, Zlin, Czech Republic; [Bontova, Andrea] Matej Bel Univ, Dept Andrag, Fac Educ, Banska Bystrica, Slovakia; [Kalman, Orsolya] Eotvos Lorand Univ, Inst Educ, Fac Educ & Psychol, Budapest, Hungary; [Gombos, Peter] Kaposvar Univ, Fac Pedag, Dept Hungarian Language & Cultural Sci, Kaposvar, Hungary; [Swigost, Magdalena] Jagiellonian Univ, Inst Pedag, Dept Sch Pedag & Acad Didact, Fac Philosophy, Krakow, Poland
utb.scopus.affiliation Department of School Education, Faculty of Humanities, Tomas Bata University in Zlín, Zlin, Czech Republic; Research Centre of the Faculty of Humanities, Tomas Bata University in Zlín, Zlin, Czech Republic; Department of Andragogy, Faculty of Education, Matej Bel University, Banská Bystrica, Slovakia; Faculty of Education and Psychology University of Eötvös Loránd, Institute of Education, Budapest, Hungary; Department of Hungarian Language and Cultural Sciences, Faculty of Pedagogy, Kaposvár University, Kaposvár, Hungary; Department of School Pedagogy and Academic Didactics, Institute of Pedagogy, Faculty of Philosophy, Jagiellonian University, Kraków, Poland
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