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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.fulltext.affiliation | Peter Gavora a, Jitka Vaculíková b, Jan Kalenda b, Orsolya Kálmán d, Péter Gombos e, Magdalena Świgost f, Andrea Bontová c a Department of School Education, Faculty of Humanities, Tomas Bata University in Zlín, Zlin, Czech Republic; b Research Centre of the Faculty of Humanities, Tomas Bata University in Zlín, Zlin, Czech Republic; c Department of Andragogy, Faculty of Education, Matej Bel University, Banská Bystrica, Slovakia; d Faculty of Education and Psychology University of Eötvös Loránd, Institute of Education, Budapest, Hungary; e Department of Hungarian Language and Cultural Sciences, Faculty of Pedagogy, Kaposvár University, Kaposvár, Hungary; f Department of School Pedagogy and Academic Didactics, Institute of Pedagogy, Faculty of Philosophy, Jagiellonian University, Kraków, Poland | |
utb.fulltext.dates | Received 17 July 2018 Accepted 26 April 2019 | |
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 | |
utb.fulltext.faculty | Faculty of Humanities | |
utb.fulltext.faculty | Faculty of Humanities | |
utb.fulltext.faculty | Faculty of Humanities | |
utb.fulltext.ou | Department of School Education | |
utb.fulltext.ou | Research Centre | |
utb.fulltext.ou | Research Centre |