The relationship between reading metacognition strategies and study habits on academic motivation

The aim of the present research was investigating the relationship between study habits and reading metacognition strategies and academic motivation. The research employed a correlational design. The population of this research included all high school female students in 2011-2012 academic year in governmental high schools of Semnan City. The sample of this study was 240 female students selected through using random cluster sampling method. They completed Hermans achievement motivation, Study Habit Inventory (PSSHI) and reading metacognition strategies questionnaires. Pearson correlation coefficient and Step by Step Regression were applied for analyzing the data. The results showed that 60% of achievement motivation was determined by supportive and global reading metacognition strategies. Also, 22.9% of achievement motivation was predicted to be the result of factors like: memory, physical status, learning motivation and note taking study habits. Since reading metacognition strategies were important predictor in prediction of student’s achievement motivation, this variable should be considerd more in schools.