Metacognitive strategies in reading comprehension of majors in education and psychology

Abstract

This study looks at how well students majoring in educational sciences and psychology were able to use spontaneously metacognitive strategies for reading comprehension. Students majoring in education have demonstrated ineffective learning goals and strategies. The results of the study show that only 7 percent of education majors sought to establish logical connections between the text fragments in multiple-choice assessment by contrast with 48 percent of psychology majors. The study showed that the number of education and psychology majors with metacognitive strategy of systematization has increased in the situation of self-formulated answer.