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Can Metacognitive Reading Strategies be Promoted by Motivational Factors Among High School Students in South Korea?

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Title: Can Metacognitive Reading Strategies be Promoted by Motivational Factors Among High School Students in South Korea?
Authors: Kim, Hajung1 (AUTHOR) hajungk1112@gmail.com, Kim, Eun Joo2 (AUTHOR) ctl-kej@yonsei.ac.kr, Han, Soo Jeoung2 (AUTHOR) soojeounghan@yonsei.ac.kr
Source: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Oct2025, Vol. 34 Issue 5, p1781-1793. 13p.
Subject Terms: *Reading strategies, *Motivation (Psychology), *Student engagement, *High school students, *Academic achievement, Need (Psychology), Structural equation modeling, Koreans
Geographic Terms: South Korea
Abstract: Metacognitive reading strategies can contribute to high school students' academic achievements. This study investigates how basic psychological needs influence students' metacognitive reading strategies and classroom engagement. A total of 386 high school students in South Korea participated in this study. To examine the mediating role of classroom engagement, we analyzed whether basic psychological needs directly or indirectly impact metacognitive reading strategies, with classroom engagement as the mediator. Using Structural Equation Modeling (SEM), we found that competence had both a direct effect on metacognitive reading strategies and an indirect effect through engagement. Relatedness also influenced these strategies, fully mediated by engagement. The findings of this study expand the research on reading strategies by incorporating motivational variables that influence cognitive strategies, specifically within the South Korean context. These findings suggest that interventions aimed at promoting reading strategies should focus on fostering competence, relatedness, and classroom engagement. [ABSTRACT FROM AUTHOR]
Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Can Metacognitive Reading Strategies be Promoted by Motivational Factors Among High School Students in South Korea?
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  Data: *<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Need+%28Psychology%29%22">Need (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Koreans%22">Koreans</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
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  Data: Metacognitive reading strategies can contribute to high school students' academic achievements. This study investigates how basic psychological needs influence students' metacognitive reading strategies and classroom engagement. A total of 386 high school students in South Korea participated in this study. To examine the mediating role of classroom engagement, we analyzed whether basic psychological needs directly or indirectly impact metacognitive reading strategies, with classroom engagement as the mediator. Using Structural Equation Modeling (SEM), we found that competence had both a direct effect on metacognitive reading strategies and an indirect effect through engagement. Relatedness also influenced these strategies, fully mediated by engagement. The findings of this study expand the research on reading strategies by incorporating motivational variables that influence cognitive strategies, specifically within the South Korean context. These findings suggest that interventions aimed at promoting reading strategies should focus on fostering competence, relatedness, and classroom engagement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s40299-025-00991-1
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 1781
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      – SubjectFull: Reading strategies
        Type: general
      – SubjectFull: Motivation (Psychology)
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      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: High school students
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Need (Psychology)
        Type: general
      – SubjectFull: Structural equation modeling
        Type: general
      – SubjectFull: Koreans
        Type: general
      – SubjectFull: South Korea
        Type: general
    Titles:
      – TitleFull: Can Metacognitive Reading Strategies be Promoted by Motivational Factors Among High School Students in South Korea?
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            NameFull: Kim, Hajung
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            NameFull: Kim, Eun Joo
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            NameFull: Han, Soo Jeoung
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            – D: 01
              M: 10
              Text: Oct2025
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              Y: 2025
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