The validity and reliability of the Turkish version of revised metacognitive awareness of reading strategies inventory

Abstract

This study aims to adapt the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI- R) into Turkish. MARSI-R is a self-report instrument designed to assess students’ metacognitive awareness of reading strategies and perceived strategy use when reading school-related materials. 525 students (65% female, 35% male, Mage = 13 years old.) from multiple school types and degrees participated in this study. A stepwise validation procedure was used to translate and produce a Turkish version of the inventory. Evidence of structural and external aspects of validity for the inventory was collected. The 15-item inventory had a three-factor solution (global reading strategies, problem-solving strategies, and support reading strategies), as supported by confirmatory factor analysis. Turkish version scores were positively correlated with students' perceived reading ability, which provides evidence of MARSI-R's external validity. The coefficient of stability was calculated using data from 85 students who took the Turkish version of the MARSI-R twice in a five-week interval. The study’s overall results provided evidence of the reliability and validity of the inventory. According to the results presented in this study, the Turkish version of the inventory can be implemented to assess the students’ metacognitive awareness of reading strategies and perceived strategy use. The findings show that the adapted inventory can be used to obtain valid and reliable results for Turkish lower and upper secondary school students.