The Effects of Quality Books for Children and the Metacognitive Strategy on Students' Self-Esteem Levels

Autor/inn/en	Cer, Erkan; Sahin, Ertugrul
Titel	The Effects of Quality Books for Children and the Metacognitive Strategy on Students' Self-Esteem Levels
Quelle	In: Journal of Education and Learning, 6 (2017) 1, S.72-80 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Childrens Literature; Books; Metacognition; Self Esteem; Foreign Countries; Experimental Groups; Control Groups; Quasiexperimental Design; Pretests Posttests; Self Concept Measures; Grade 8; Reading Skills; Reading Comprehension; Likert Scales; Reading Processes; Statistical Analysis; Intervention; Reading Instruction; Secondary School Students; Turkey; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-esteem; Selbstaufmerksamkeit; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Reading skill; Lesefertigkeit; Leseverstehen; Likert-Skala; Leseprozess; Statistische Analyse; Leseunterricht; Sekundarschüler; Türkei
Abstract	Using a quasi-experimental design with pre-test and post-test control groups, 93 eighth grade students were randomly assigned either to the experimental or to the control group and responded to the Rosenberg Self-Esteem Scale two weeks before and after the intervention. While the students in the experimental group were instructed in quality books for children and reading comprehension skills based on metacognitive strategy for 10 weeks, the control group only received typical non-quality books. Study results showed that while the pre-test self-esteem scores of the students in both groups were similar before the intervention, the post-test self-esteem scores of the students in the experimental group were significantly higher than of those in the control group. Quality books and metacognitive strategy for students may not only help improve reading comprehension but also may increase self-esteem level. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01