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Reading Motivation, Metacognitive Awareness, and Reading Achievement among Eleventh-Grade Students

Tri Handayani Rubin、Mulyadi Mulyadi、Masagus Firdaus · Epistema · 2026-10-31

考察十一年级学生阅读动机、元认知觉察与阅读成绩之间的关系。

这篇论文暂时没有中文摘要，下面保留英文原题与摘要。

研究信息

期刊 / 来源: Epistema
发表日期: 2026-10-31
文献库: OpenAlex
作者: Tri Handayani Rubin, Mulyadi Mulyadi, Masagus Firdaus
DOI: 10.21831/ep.v7i2.101372

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英文原文摘要全文

Reading achievement is influenced by a variety of cognitive and affective elements, with reading motivation and metacognitive awareness identified as two of the most important. This study examined (1) the relationship of students' reading motivation and reading achievement, (2) the relationship between metacognitive awareness and reading achievement, and (3) the combined contribution of reading motivation and metacognitive awareness to reading achievement among eleventh-grade students at SMAN 1 Sungai Lilin. Employing a quantitative correlational research design, The population for this resear

中文摘要由自动翻译整理，可能丢掉原文的限定条件；涉及具体数字与结论时以英文原文为准。

这条研究涉及的词条

经典实验

习得性无助

反复经历无法控制的负面刺激后，个体会停止尝试——即使后来有了改变处境的机会。

情绪与压力

情绪 ABC 模型

让人痛苦的通常不是事件本身，而是对事件的解释（信念）；改变信念即可改变情绪后果。

情绪与压力

心流

技能与挑战恰好匹配时出现的高度投入状态：注意力收窄、时间感改变、自我意识消退。

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