stdClass Object
(
    [id] => 16972
    [paper_index] => 202507-01-023077
    [title] => METACOGNITIVE READING STRATEGIES AND READING MOTIVATION AMONG THE ELEMENTARY PUPILS: A MULTIPLE REGRESSION ANALYSIS
    [description] => 
    [author] => Fritzie E. Ascaño, Dr. Roel P. Villocino
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra23077
    [year] => 2025
    [month] => July
    [volume] => 11
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-01-023077.pdf
    [abstract] => Reading comprehension is an important skill that shapes academic success of students, and both metacognitive reading strategies and reading motivation played a roles in this process. The main objective of this study was to determine the relationship between metacognitive reading strategies and reading motivation among pupils at Mambalili Elementary School. The study employed a quantitative research method using complete enumeration among 166 pupils from Grades 4 to 6 during the School Year 2024–2025. An adapted survey questionnaire was used to gather data on metacognitive reading strategies, which included global, support, and problem-solving strategies, as well as reading motivation, which covered nine domains: reading efficacy, challenge, curiosity, compliance, recognition, grades, competition, social, and work avoidance. The findings revealed that students demonstrated a high level of metacognitive reading strategies, with global reading strategies receiving the highest mean, followed by support and problem-solving strategies, all interpreted as high. Reading motivation was also found to be high across all indicators, with work avoidance scoring the highest and reading efficacy the lowest. Correlation analysis indicated a moderate positive relationship between metacognitive reading strategies and reading motivation, suggesting that as students applied more metacognitive strategies, their motivation to read also increased. These findings highlighted the importance of metacognitive reading strategies and motivational factors to improve reading performance. It was recommended that teachers, school heads, and reading coordinators collaborate to implement confidence-building activities, diverse reading materials, and targeted interventions. Future researchers may also explore the interplay of intrinsic motivation, work avoidance, and metacognitive strategies through longitudinal studies for a deeper understanding of their influence on students' academic development. 
    [keywords] => Metacognitive Reading Strategies, Reading Motivation, Elementary Education, Quantitative Study, Bunawan, Philippines
    [doj] => 2025-07-15
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 52
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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