Metacognitive strategies in reading comprehension among higher education students, a study based on academic motivation
DOI:
https://doi.org/10.48082/espacios-a26v47n05-e10Keywords:
Metacognitive strategies, reading comprehension, academic motivation, higher educationAbstract
The study sought to analyze the influence of metacognitive strategies on the reading comprehension of higher education students, from the point of view of academic motivation, through a design that was quasi-experimental with a control and experimental group (n = 120), the Student's t test showed a significant difference in favor of the experimental group (t = -12.885; p < 0.001) in the three dimensions evaluated, confirming the positive effect of the intervention. metacognitive on reading comprehension.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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