Στάθμιση και ψυχομετρική αξιολόγηση της αναθεωρημένης κλίμακας Μεταγνωσιακής Ενημερότητας Στρατηγικών Ανάγνωσης MARSI-2fR

PDF (ελληνικά)
Pubblicato: Dec 31, 2023
DOI: https://doi.org/10.12681/thea.33822
Αριστέα Μαυρογιάννη
Τμήμα Φιλοσοφικών και Κοινωνικών Σπουδών, Φιλοσοφική Σχολή, Πανεπιστήμιο Κρήτης
https://orcid.org/0000-0002-5926-0363
Ελένη Βασιλάκη
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Κρήτης
Ιωάννης Σπαντιδάκης
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Κρήτης
Εμμανουήλ Γιαχνάκης
Ιατρική Σχολή, Πανεπιστήμιο Κρήτης
https://orcid.org/0000-0001-5212-9429
Abstract

Η παρούσα εργασία έχει ως στόχο την προσαρμογή, τη στάθμιση και τον ψυχομετρικό έλεγχο της αυτo-αναφορικής κλίμακας Μεταγνωσιακής Ενημερότητας Στρατηγικών Ανάγνωσης (MARSI) προκειμένου στην αναθεωρημένη σύντομη εκδοχή της (MARSI-2fR) να αποδώσει μια ευέλικτη και εύχρηστη δομή. Το ψυχομετρικό αυτό εργαλείο έχει σκοπό την εκτίμηση της μεταγνωσιακής ενημερότητας των στρατηγικών ανάγνωσης από Έλληνες/ίδες και ελληνόφωνους/ες μαθητές/τριες δευτεροβάθμιας εκπαίδευσης. Η προσαρμογή και στάθμιση της κλίμακας περιέλαβε διερεύνηση μεταφραστικής εγκυρότητας περιεχομένου, διερευνητικές και επιβεβαιωτικές παραγοντικές αναλύσεις, καθώς και ψυχομετρικό έλεγχο με αξιολόγηση αξιοπιστίας και εγκυρότητας. Η στάθμιση της κλίμακας απέδωσε μια συντομευμένη έγκυρη, αξιόπιστη και αξιολογήσιμη δομή δύο παραγόντων, των κειμενοκεντρικών στρατηγικών ανάγνωσης (TEXTOR) και των εξωκειμενικών στρατηγικών ανάγνωσης (TEXTOUT). Οι παράγοντες αυτοί ερμηνεύονται σε συσχέτιση με το ελληνικό εκπαιδευτικό σύστημα και παρέχονται οδηγίες για τη βαθμολόγηση της κλίμακας.

Article Details
  • Sezione
  • Επιστημονική Αρθρογραφία
Οι συγγραφείς των άρθρων που δημοσιεύονται στο περιοδικό διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο περιοδικό διατίθενται με άδεια Creative Commons 4.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο).
Downloads
I dati di download non sono ancora disponibili.
Riferimenti bibliografici
Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The importance of metacognitive reading strategy Awareness in Reading Comprehension. English Language Teaching, 6(10), 235-244. http://dx.doi.org/10.5539/elt.v6n10p235
Alahiotis, S., & Karatzia-Stavlioti, E. (2006). Effective curriculum policy and cross-curricularity: Analysis of the new curriculum design of the Hellenic Pedagogical Institute. Pedagogy, Culture and Society, 14, 119–47. https://doi.org/10.1080/14681360600738277
Anagnostopoulou, K., Hatzinikita, A., & Christidou, V. (2010). Assessed students’ competencies in the Greek school framework and the PISA survey. Review of Science, Mathematics & ICT Education, 4, 43–61. https://doi.org/10.26220/rev.138
Anagnostopoulou, K., Hatzinikita, V., Christidou, V., & Dimopoulos, K. (2013). PISA test items and school-based examinations in Greece: Exploring the relationship between global and local assessment discourses, International Journal of Science Education, 35, 636-662. https://doi.org/10.1080/09500693.2011.604801
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94. https://doi.org/10.1007/BF02723327
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25, 3186-3191. https://doi.org/10.1097/00007632-200012150-00014
Beavers, A., Lounsbury, J., Richards, J., Huck, S., Skolits, G., & Esquivel, S. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research & Evaluation, 18, 1-13. https://doi.org/10.7275/qv2q-rk76
Bentler, P. M. (2006). EQS 6 structural equations program manual. Multivariate Software.
Beutel, M.E., Klein, E.M., Brähler, E., Reiner, I., Jünger, C., Michal, M., Wiltink, J., Wild, P.S., Münzel, T., Lackner, K.J., & Tibubos, A.N. (2017). Loneliness in the general population: Prevalence, determinants and relations to mental health. BMC Psychiatry, 17, 97. https://doi.org/10.1186/s12888-017-1262-x.
Biehler, R., & Snowman, J. (1993). Psychology Applied to Teaching. Houghton Mifflin Company.
Bikos, G. (2018). The educational outcomes of the relationship between schoolbooks and teachers. International Journal of Innovation and Research in Educational Sciences, 5, ISSN (Online): 2349–5219.
Blunch, N. J. (2008). Introduction to structural equation modelling using SPSS and AMOS. Sage Publications Ltd.
Bollen, K. A., & Stine, R. A. (1992). Bootstrapping goodness-of-fit measures in structural equation models. Sociological Methods & Research, 21, 205-229. https://doi.org/10.1177/0049124192021002004
Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sociological Methods and Research, 21, 230-258. https://doi.org/10.1177/0049124192021002005
Brzoska, P., & Razum, O. (2010). Validity issues in quantitative migrant health research. The example of illness perceptions. Peter Lang International Academic Publishers.
Burdenski, T. (2000). Evaluating univariate, bivariate, and multivariate normality using graphical and statistical procedures. Multiple Linear Regression Viewpoints, 26(2), 15-28.
Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Routledge.
Cheung, F., & Lucas, R. E. (2014). Assessing the validity of single-item life satisfaction measures: Results from three large samples. Quality of Life research, 23, 2809-2818. https://doi.org/10.1007/s11136-014-0726-4
Child, D. (2006). The essentials of factor analysis. (3rd ed.). Continuum International Publishing Group.
Coakes, S. J., & Steed, L. G. (2003). SPSS: Analysis without anguish: Version 11.0 for Windows. Jacaranda Wiley.
Collins, N. (1994). Metacognition and reading to learn. ERIC. https://eric.ed.gov/?id=ED376427
Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Lawrence Erlbaum.
Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10. http://pareonline.net/getvn.asp?v=10&n=7
Cristobal, Ε., Flavian, C., & Guinaliu, M. (2007). Perceived e-service quality (PeSQ): Measurement validation and effects on consumer satisfaction and web site loyalty. Managing Service Quality, 17(3), 317-340. https://doi.org/10.1108/09604520710744326
Czerwiński, S., & Atroszko, P. (2020). Scores of short and free scale for Big Five explain perceived stress at different stages of life: Validity, reliability and measurement invariance of the Polish adaptation of Mini-IPIP. Current Issues in Personality Psychology, 8, 73–82. https://doi.org/10.5114/cipp.2020.95149
Czerwiński, S.K., & Atroszko, P.A. (2021). A solution for factorial validity testing of three-item scales: An example of tau-equivalent strict measurement invariance of three-item loneliness scale. Current Psychology https://doi.org/10.1007/s12144-021-01554-5
Δερμιτζάκη, Ε., & Ευκλείδη, Α. (2000). Η έννοια του εαυτού και οι σχέσεις της με γνωστικούς και μεταγνωστικούς παράγοντες που αφορούν επιδόσεις σε ειδικούς τομείς γνώσης. Psychology: the Journal of the Hellenic Psychological Society, 7(3), 354-368. https://doi.org/10.12681/psy_hps.24266
DeVellis, R.F. (2012). Scale development: Theory and applications. Sage.
Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL. Sage.
Drost, E. (2011). Validity and Reliability in Social Science Research. Education Research and Perspectives, 38, 105-123. https://eric.ed.gov/?id=EJ942587
Everitt, B. (1975). Multivariate analysis: The need for data, and other problems. British Journal of Psychiatry, 126, 237-240. https://doi.org/10.1192/bjp.126.3.237
Fabrigar, L., & Wegener, D. (2012). Exploratory Factor Analysis. Oxford University Press.
Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272–299. http://dx.doi.org/10.1037/1082-989X.4.3.272
Field, A. (2013). Discovering statistics using IBM SPSS statistics. (4th edition). Sage Publications Ltd.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
Galli-Banducci, J. (1996). Building pairs to understanding: A qualitative study of monolingual English, biliterate Latino and bilingual Mien students’ comprehension strategies. DAI-A, 57(5), 1992.
Geladari, A., Griva, E., & Mastrothanasis, K. (2010). A record of bilingual elementary students’ reading strategies in Greek as a second language. Procedia - Social and Behavioral Sciences, 2(2), 3764–3769. https://doi.org/10.1016/j.sbspro.2010.03.585
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Allyn & Bacon
Gorsuch, R. L. (1983). Factor Analysis (2nd ed.). Erlbaum.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (4th ed.). Prentice-Hall.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage.
Hair, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.
Henseler, J. (2017). Partial least squares path modeling. In PSH Leeflang, JE Wieringa, THA. Bijmolt, & K.H. Pauwels (Eds.) Advanced methods for modeling markets (pp. 361–381). Springer International Publishing.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115-35. https://doi.org/10.1007/s11747-014-0403-8
Hoyle, R. H. (Ed.). (1995). Structural equation modeling. Concepts, issues, and applications. Sage Publications.
Hoyle, R. H. (Ed.). (2012). Handbook of structural equation modeling. Guilford Press.
Hu, L., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118
International Test Commission. (2017). The ITC guidelines for translating and adapting tests. (2nd ed.). www.InTestCom.org
Jackson, D.L., Gillaspy, J.A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods 14, 6–23. https://doi.org/10.1037/a0014694
Jalali, A., Jaafar, M., & Ramayah, T. (2014). Entrepreneurial orientation and performance: The interaction effect of customer capital. World Journal of Entrepreneurship, Management and Sustainable Development, 10(1), 48–68. https://doi.org/10.1108/WJEMSD-05-2013-0030
Καργάκος, Σ. (1998). Εκθέσεις Ιδεών. (Τόμος β). Πατάκης.
Katsarou, E. (2009). A Multiliteracy Intervention in a Contemporary “Mono-Literacy” School in Greece. International Journal of Learning 16, 55–65. https://doi.org/10.18848/1447-9494/CGP/v16i05/46285
Katsarou, E., & Tsafos, V. (2009). Students’ subjectivities vs. dominant discourses in greek l1 curriculum. International Journal of Learning 16, 35–46. https://doi.org/10.18848/1447-9494/CGP/v16i11/46706
Kim, H., & Millsap, R. (2014). Using the bollen-stine bootstrapping method for evaluating approximate fit indices. Multivariate Behavioral Rsearch, 49, 581-596. https://doi.org/10.1080/00273171.2014.947352
Kletzien, S. (1992). Proficient and less proficient comprehenders’ strategy use for different top-level structures. Journal of Reading Behavior, 24(2), 191-215. https://doi.org/10.1080/10862969209547772
Kline, P. (2000). The handbook of psychological testing (2nd ed.). Routledge.
Kline, R.B. (2015). Principles and practice of structural equation modeling. (4th ed.). The Guilford Press.
Κουλιανού, Μ., Ρούσσος, Π., & Σαμαρτζή, Σ. (2019). Μεταγνωστικές Στρατηγικές Ανάγνωσης: Ελληνική Προσαρμογή του Εργαλείου MARSI και συγκριτική μελέτη σε έφηβους μαθητές με και χωρίς ειδικές μαθησιακές δυσκολίες. Ψυχολογία: Το Περιοδικό Της Ελληνικής Ψυχολογικής Εταιρείας, 24(1), 138–156. https://doi.org/10.12681/psy_hps.22391
Κουλιανού, Μ., Μαστροθανάσης, Κ., Ρούσσος, Π., & Σαμαρτζή, Σ. (2020). Ελληνική προσαρμογή και ψυχομετρική επικύρωση της κλίμακας Jr. MAI για την εκτίμηση των μεταγνωστικών στρατηγικών μάθησης σε έφηβους μαθητές με και χωρίς ειδικές μαθησιακές δυσκολίες. Εκπαίδευση & Επιστήμες, SI-1, 20–29.
Koutrouba, K. (2012). A profile of the effective teacher: Greek secondary education teachers’ perceptions. European Journal of Teacher Education, 35(3), 359-374. https://doi.org/10.1080/02619768.2011.654332
Krebs, E. E., Lorenz, K. A., Bair, M. J., Damush, T. M., Wu, J., Sutherland, J. M., Asch, S. M., & Kroenke, K. (2009). Development and initial validation of the PEG, a three-item scale assessing pain intensity and interference. Journal of General Internal Medicine, 24(6), 733–738. https://doi.org/10.1007/ s11606-009-0981-1
Lawshe. C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563-575.https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., & O’ Neil M. (2008). What is new about the new literacies of online reading comprehension? In L. Rush, J. Eakle, & A. Berger (Eds.), Secondary school literacy: What research reveals for classroom practices (pp.3-68). National Council of Teachers of English.
Loranger, A. (1994). The study of successful and unsuccessful high school students. Journal of Reading Behavior, 26(4), 374-360.
Machowicz, M. (1998). The effectiveness of teaching learning strategies within the curriculum: A short summary for busy teachers. Thresholds in Education, 24(3), 28-29.
Maitland, L. (2000). Ideas in practice: Self-regulation and metacognition in the reading lab. Journal of Developmental Education, 24(2), 26-32.
Marcoulides, G. A., & Schumacker, R. E. (1996). Advanced structural equation modeling: Issues and techniques. Psychology Press. https://doi.org/10.4324/9781315827414
Martin, A. (1994). Case study of a good reader and a poor reader at the primary level: The construction of meaning DAI-A, 33(5), 1386.
Μαστροθανάσης, Κ. (2019). Ανάπτυξη και ψυχομετρική επικύρωση κλίμακας αυτοαναφοράς στρατηγικών αναγνωστικής κατανόησης για δίγλωσσους μαθητές. Προσχολική & Σχολική Εκπαίδευση, 7(2), 116–138. https://doi.org/10.12681/ppej.20212
Mastrothanasis, K., Koulianou, M., Katsifi, S., & Zouganeli, A. (2018). The use of Metacognitive knowledge and regulation strategies’ of students with and without special learning difficulties. International Journal of Special Education, 33(1), 191–207.
Mavrogianni, A., Vasilaki E., Spantidakis I., Papadaki-Michailidi E., & Linardakis M. (2018, May). Adaptation to the Greek population of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) version 1.0. 5ο Πανελλήνιο Συνέδριο Γνωσιακής Επιστήμης, Λεύκες Πάρου, 17-20 Μαΐου 2017. Αναρτημένη ανακοίνωση.
Mavrogianni, A., Vassilaki, Ε., Spantidakis, G., Sarris, A., Papadaki-Michailidi, E., & Yachnakis, E. (2020). An Alternative Factorization of the Metacognitive Awareness of Reading Strategies Inventory Associated with the Greek National Curriculum and Its Psychometric Properties. Creative Education, 11(8) 1299- 1323. https://doi.org/10.4236/ce.2020.118096
Mokhtari, K., Dimitrov, D. M., & Reichard, C. A. (2018). Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance. Studies in Second Language Learning and Teaching, 8(2), 219-246. doi: 10.14746/ssllt.2018.8.2.3
Mokhtari, K., & Reichard, C. A. (2002). «Assessing Students’ Metacognitive Awareness of Reading Strategies». Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-0663.94.2.249
Μπονίδης, Κ. (2004). Το περιεχόμενο του σχολικού βιβλίου ως αντικείμενο έρευνας: Διαχρονική εξέταση της σχετικής έρευνας και μεθοδολογικές προσεγγίσεις. Μεταίχμιο.
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The Effect of Metacognitive Strategies Implementation on Students' Reading Comprehension Achievement. International Journal of Instruction, 13(2), 847-862. https://doi.org/10.29333/iji.2020.13257a
Mulaik, S. A., James, L. R., Van Alstine, J., Bennet, N., Lind, S., & Stilwell, C. D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105, 430-45.
Mvududu, N. H., & Sink, C. (2013). Factor analysis in counseling research and practice. Counseling Outcome Research and Evaluation, 4, 75-98. https://doi.org/10.1177/2150137813494766
Nevitt, J., & Hancock, G. R. (2001). Performance of bootstrapping approaches to model test statistics and parameter standard error estimation in structural equation modeling. Structural Equation Modeling, 8, 353-377. https://doi.org/10.1207/S15328007SEM0803_2
Nist, S., & Simpson, M. (1994). Why strategies fail: Students’ and researchers’ perceptions. In C. Kinzer & D. Leu (eds.), Multidimentional Aspects of Literacy Research, Theory, and Practice (pp. 287-295). National Reading Conference.
Nunnally, J. C. (1994). Psychometric theory (3rd ed.). McGraw Hill.
Nunnally, J., & Bernstein, I. (1994). Psychological methods. McGraw-Hill.
Osborne, J. W. (2014). Best practices in exploratory factor analysis. CreateSpace Independent Publishing.
Othman, Y., Mahamud, Z., & Jaidi, N. (2014). The Effects of Metacognitive Strategy in Reading Expository Text. International Education Studies, 7, 102-111. http://dx.doi.org/10.5539/ies.v7n13p102
Pedhazur, E. J., & Schmelkin, L. (1991). Measurement, design, and analysis: An integrated approach. Lawrence Erlbaum.
Pinninti, L. (2019). Criteria for qualitative evaluation of strategy training. Electronic Journal of Foreign Language Teaching, 16(2), 185–195. https://e-flt.nus.edu.sg/v16n22019/pinninti.pdf
Price, R.L. (2016). Psychometric methods: Theory into practice. The Guilford Press.
Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21, 173-184. https://doi.org/10.1177/01466216970212006
Raykov, T. (2010). Scale reliability, Cronbach's coefficient Alpha, and violations of essential tau-equivalence with fixed congeneric components. Multivariate Behavioral Research, 32, 329-353. https://dx.doi.org/10.1207/s15327906mbr3204_2
Ruiz, M.A., & San Martín, R. (1992). Una simulación sobre el comportamiento de la regla K1 en la estimacón del número de factores [The behavior of the K1 rule estimating the number of factors: A study with simulated data]. Psicothema, 4(2), 543-550.
Schellings, G. (2011). Applying learning strategy questionnaires: problems and possibilities. Metacognition and Learning, 6(2), 91-109. https://doi.org/10.1007/s11409-011-9069-5
Schumacker, R. E., & Lomax, R. G. (2016). A beginner’s guide to structural equation modeling. Routledge.
Scientific Advisory Committee. (1995). Instrument review criteria. Medical Outcomes Trust Bulletin, 3, I-IV.
Siegesmund, A. (2016). Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment. Journal of Microbiology and Biology Education 17(2), 204-214. https://dx.doi.org/10.1128%2Fjmbe.v17i2.954
Skourtou, E., & Kourtis-Kazoullis, V. (2003). The Step from Traditional Pedagogy to Transformative. The International Journal of the Humanities, 1, 1329-1330.
Soleimani, N., Nagahi, M., Nagahisarchoghaei, M., & Jaradat, R. (2018). The relationship between personality types and the cognitive-metacognitive strategies. Journal of Studies in Education, 8(2), 29-44. https://doi.org/10.5296/jse.v8i2.12767
Spedding, S., & Chan, L. (1993). Metacognition, word identification, and reading competence. Contemporary Educational Psychology, 18(1), 91-100.
Sporer, N., Brunstein, J. C., & Kieschke, U. L. F. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272–286. https://doi.org/10.1016/j.learninstruc.2008.05.003
Stahl, K. A. D., Flanigan, K., & McKenna, M. C. (2019). Assessment for reading instruction. Guilford Publications.
Σταλίκας, Α., Τριλίβα, Σ., & Ρούσση, Π. (2012). Τα ψυχομετρικά εργαλεία στην Ελλάδα. Μια συλλογή και παρουσίαση των ερωτηματολογίων, δοκιμασιών και καταλόγων καταγραφής χαρακτηριστικών στον ελληνικό χώρο. Εκδόσεις Πεδίο.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. (6th ed.). Pearson Education. Inc.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/ 10.5116/ijme.4dfb.8dfd
Urquhart, A., & Weir, C. (1998). Reading in a Second Language: Process, Product and Practice. Longman.
Vann, R., & Abraham, R. (1992). Strategies of unsuccessful language learners. TESOL Quarterly, 24(1), 144-198. https://doi.org/10.2307/3586898
Vanderrgrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53, 463-496. https://doi.org/10.1111/1467-9922.00232
van Widenfelt, B.M., Treffers, P.D.A., de Beurs, E., Siebelink, B. M., & Koudijs, E. (2005). Translation and Cross-Cultural Adaptation of Assessment Instruments Used in Psychological Research with Children and Families. Clinical Child and Family Psychology Review, 8(2), 135-147. https://doi.org/10.1007/s10567-005-4752-1
Wang, H., & Guthrie, J. (1997). Skilled and Unskilled Reading among Taiwanese Fifth Graders: A Cross- Cultural Perspective. ERIC Document No. ED 418 385.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In Handbook of self-regulation (pp. 531-566). Academic Press.
Yong A. G., & Pearce, S. (2013). A beginner's guide to factor analysis: focusing on exploratory factor analysis. Tutorials in Quantitative Method for Psychology, 9(2), 79-94. https://doi.org/10.20982/tqmp.09.2.p079
Zhang, L. (2018). Metacognitive and cognitive strategy use in reading comprehension. Springer
Zhang, Y., & Feng, X. (1997). Teaching reading strategies: a new approach for esl/efl teachers (On-Line).
Zhang, Y., & Francis, A. (2010). The weighting of vowel quality in native and non-native listeners’ perception of English lexical stress. Journal of Phonetics, 38, 260-71. https://doi.org/10.1016/j.wocn.2009.11.002
Ζησιμόπουλος, Γ., Καφετζόπουλος, Κ., Μουτζούρη-Μανούσου, Ε., & Παπασταματίου, Ν. (2004). Θέματα διδακτικής για τα μαθήματα των Φυσικών Επιστημών. Πατάκης.