Adaption and investigating psychometric properties of Metacognitive Awareness of Reading Strategies Inventory for use in Iranian high School students

The relationship between met cognition, as a predominant concept in education, and academic achievement is undeniable. One of the current challenges in studying met cognition is assessing met cognitive strategies and met cognitive knowledge. The aim of the present study was Adaption and investigating psychometric properties of Metacognitive Awareness of Reading Strategies Inventory (Mokhtari and Reichard, 2002) in a sample of high school students in Bandar Abbass. Participants were 297 first grader high school students who were selected via cluster sampling procedure. A Persian version of 30 items Met cognitive Awareness of Reading Strategies Inventory was used as instrument. The exploratory principle components factor analysis with varimax rotation was used for validation the inventory. Indexes for adequacy of sample and variables for factor analysis were satisfactory. Three factors including general met cognitive strategies, supportive strategies, and problem solving strategies were extracted which explained 59.27 percent of total variance for reading strategies. Also reliability coefficients (alpha. 70 and split-half. 75) indicated that the instrument was reasonably reliable. In general, the present study findings showed that Persian version of Met cognitive Awareness of Reading Strategies Inventory can be used for assessing reading strategies in Iranian high school students and can partially meet the need in this area.