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Gender differences in (meta)cognitive and motivational factors of text comprehension of adolescents in Croatia and Slovenia

Svjetlana Kolić-Vehovec   ORCID icon orcid.org/0000-0002-0340-8832 ; Faculty of Philosophy Rijeka
Sonja Pečjak ; Faculty of Philosophy, Ljubljana
Barbara Rončević Zubković   ORCID icon orcid.org/0000-0002-0276-8326 ; Faculty of Philosophy, Rijeka

Puni tekst: hrvatski, pdf (611 KB) str. 229-241 preuzimanja: 499* citiraj
APA 6th Edition
Kolić-Vehovec, S., Pečjak, S. i Rončević Zubković, B. (2009). Spolne razlike u (meta) kognitivnim i motivacijskim čimbenicima razumijevanja teksta adolescenata u Hrvatskoj i Sloveniji. Suvremena psihologija, 12 (2), 229-241. Preuzeto s https://hrcak.srce.hr/82671
MLA 8th Edition
Kolić-Vehovec, Svjetlana, et al. "Spolne razlike u (meta) kognitivnim i motivacijskim čimbenicima razumijevanja teksta adolescenata u Hrvatskoj i Sloveniji." Suvremena psihologija, vol. 12, br. 2, 2009, str. 229-241. https://hrcak.srce.hr/82671. Citirano 23.07.2021.
Chicago 17th Edition
Kolić-Vehovec, Svjetlana, Sonja Pečjak i Barbara Rončević Zubković. "Spolne razlike u (meta) kognitivnim i motivacijskim čimbenicima razumijevanja teksta adolescenata u Hrvatskoj i Sloveniji." Suvremena psihologija 12, br. 2 (2009): 229-241. https://hrcak.srce.hr/82671
Harvard
Kolić-Vehovec, S., Pečjak, S., i Rončević Zubković, B. (2009). 'Spolne razlike u (meta) kognitivnim i motivacijskim čimbenicima razumijevanja teksta adolescenata u Hrvatskoj i Sloveniji', Suvremena psihologija, 12(2), str. 229-241. Preuzeto s: https://hrcak.srce.hr/82671 (Datum pristupa: 23.07.2021.)
Vancouver
Kolić-Vehovec S, Pečjak S, Rončević Zubković B. Spolne razlike u (meta) kognitivnim i motivacijskim čimbenicima razumijevanja teksta adolescenata u Hrvatskoj i Sloveniji. Suvremena psihologija [Internet]. 2009 [pristupljeno 23.07.2021.];12(2):229-241. Dostupno na: https://hrcak.srce.hr/82671
IEEE
S. Kolić-Vehovec, S. Pečjak i B. Rončević Zubković, "Spolne razlike u (meta) kognitivnim i motivacijskim čimbenicima razumijevanja teksta adolescenata u Hrvatskoj i Sloveniji", Suvremena psihologija, vol.12, br. 2, str. 229-241, 2009. [Online]. Dostupno na: https://hrcak.srce.hr/82671. [Citirano: 23.07.2021.]

Sažetak
The aim of the research was to examine gender differences in text comprehension, as well as in (meta)cognitive (vocabulary, metacognitive knowledge and summarizing) and motivational factors of reading (interest, reading involvement, perceived competency, extrinsic motivation). The study was conducted on a sample of eighth-grade students of elementary schools in Croatia (N = 240) and ninth-grade students from Slovenia (N = 265). Comprehension of expository and narrative texts was examined using the text used in the international IEA Study of reading literacy (1991). In addition to the text comprehension task, a Vocabulary test (Hershel, 1963), Metacognitive knowledge questionnaire and summarizing task, as well as The Motivation for Reading Questionnaire (Wigfield & Guthrie, 1997) were applied. Compared to boys, girls showed better metacognitive knowledge, higher motivation for reading and better narrative text comprehension. Slovenian students scored higher on measures of (meta)cognitive factors of reading and on intrinsic motivation scales and in expository text comprehension. Croatian students showed higher extrinsic motivation and perceived competency.

Ključne riječi
gender differences; text comprehension; vocabulary; metacogntiive knowledge; summarizing; reading motivation

Hrčak ID: 82671

URI
https://hrcak.srce.hr/82671

[hrvatski]

Posjeta: 940 *