Relationship between goal orientation and metacognitive reading strategies in girl Pre service Teachers with the mediating academic motivation

The purpose of this research was to investigate the mediatory role of academic motivation goal orientation in the relationship between goal orientation and metacognitive reading strategies. The participants were 200 of girl Pre service Teachers selected from Yazd Campus Fatemeh Alzahra through Simple random sampling method and answered goal orientation questionnaire (AGS), academic motivation questionnaire (AMS), reading metacognition strategies questionnaire (MARSI). Data was analyzed by using path analysis. The path analysis indicated that mastery – approach goal indirectly and positively affected on metacognitive reading strategies by mediating intrinsic motivation and amotivation. Mastery - Avoidance goal indirectly and negative affected on metacognitive reading by mediating amotivation. Performance - Approach goal indirectly and negative affected on metacognitive reading by mediating extrinsic motivation. Performance - Avoidance indirectly and negative affected on metacognitive reading by mediating intrinsic motivation and amotivation. The results was to highlight the importance of goal orientation and academic motivation in use of metacognitive reading strategies.