Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory

The application of metacognitive strategies is considered a basic skill of the student at any educational level. In the present study, we evaluate the reduced version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) in Spanish, a self-report instrument designed to measure the...

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Autores: Ondé, D., Jiménez, V., Alvarado, Jesús M., Gràcia Garcia, Marta
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Recursos:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/188799
Acesso em linha:https://hdl.handle.net/2445/188799
Access Level:acceso abierto
Palavra-chave:Estratègies d'aprenentatge
Comprensió de la lectura
Learning strategies
Reading comprehension
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spelling Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies InventoryOndé, D.Jiménez, V.Alvarado, Jesús M.Gràcia Garcia, MartaEstratègies d'aprenentatgeComprensió de la lecturaLearning strategiesReading comprehensionThe application of metacognitive strategies is considered a basic skill of the student at any educational level. In the present study, we evaluate the reduced version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) in Spanish, a self-report instrument designed to measure the metacognitive awareness of students and their perception of the strategies that they use while they are reading school materials. MARSI-R is formed by three subscales: (a) global reading strategies (GRS), (b) problem-solving strategies, and (c) strategies to support reading. We conducted a confirmatory factor analysis (CFA) in a Spanish student sample (N = 570) and the results shown relative inadequate fit for the proposed theoretical three-factor model. More important, the three subscales presented a high level of inter-correlation, which raises the need to assess to what extent the construct should be considered as unidimensional. We conducted two additional CFA models: a unidimensional model and a bifactor S-1 model, and the results indicated the presence of a strong general factor related to the GRS subscale. These results have important implications, since they imply that it is more appropriate to use the total score of the instrument derived of the S-1 model instead of the scores derived from each subscale. The bifactor S-1 model has allowed us to develop a closer approximation between the psychometric model and the theoretical model.Frontiers Media2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/188799Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.3389/fpsyg.2022.894327Frontiers in Psychology, 2022, vol. 13, p. 1-6https://doi.org/10.3389/fpsyg.2022.894327cc-by (c) Ondé, D. et al., 2022https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1887992026-05-27T06:46:51Z
dc.title.none.fl_str_mv Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory
title Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory
spellingShingle Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory
Ondé, D.
Estratègies d'aprenentatge
Comprensió de la lectura
Learning strategies
Reading comprehension
title_short Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory
title_full Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory
title_fullStr Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory
title_full_unstemmed Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory
title_sort Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory
dc.creator.none.fl_str_mv Ondé, D.
Jiménez, V.
Alvarado, Jesús M.
Gràcia Garcia, Marta
author Ondé, D.
author_facet Ondé, D.
Jiménez, V.
Alvarado, Jesús M.
Gràcia Garcia, Marta
author_role author
author2 Jiménez, V.
Alvarado, Jesús M.
Gràcia Garcia, Marta
author2_role author
author
author
dc.subject.none.fl_str_mv Estratègies d'aprenentatge
Comprensió de la lectura
Learning strategies
Reading comprehension
topic Estratègies d'aprenentatge
Comprensió de la lectura
Learning strategies
Reading comprehension
description The application of metacognitive strategies is considered a basic skill of the student at any educational level. In the present study, we evaluate the reduced version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) in Spanish, a self-report instrument designed to measure the metacognitive awareness of students and their perception of the strategies that they use while they are reading school materials. MARSI-R is formed by three subscales: (a) global reading strategies (GRS), (b) problem-solving strategies, and (c) strategies to support reading. We conducted a confirmatory factor analysis (CFA) in a Spanish student sample (N = 570) and the results shown relative inadequate fit for the proposed theoretical three-factor model. More important, the three subscales presented a high level of inter-correlation, which raises the need to assess to what extent the construct should be considered as unidimensional. We conducted two additional CFA models: a unidimensional model and a bifactor S-1 model, and the results indicated the presence of a strong general factor related to the GRS subscale. These results have important implications, since they imply that it is more appropriate to use the total score of the instrument derived of the S-1 model instead of the scores derived from each subscale. The bifactor S-1 model has allowed us to develop a closer approximation between the psychometric model and the theoretical model.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/188799
url https://hdl.handle.net/2445/188799
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3389/fpsyg.2022.894327
Frontiers in Psychology, 2022, vol. 13, p. 1-6
https://doi.org/10.3389/fpsyg.2022.894327
dc.rights.none.fl_str_mv cc-by (c) Ondé, D. et al., 2022
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Ondé, D. et al., 2022
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300719

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