天才中学生元认知阅读策略意识与批判性阅读自我效能的关系

This study examined the relationship between metacognitive reading strategy awareness and critical reading self-efficacy among gifted middle school students and investigated the unique contributions of different dimensions of metacognitive reading strategies to critical reading self-efficacy. Examining this relationship in gifted learners is important for understanding how high cognitive potential relates to strategic reading awareness and to students' beliefs about their capability to perform critical reading tasks. The study was conducted with 218 gifted sixth- and seventh-grade students att