The Relationship of Goal Orientation and Reading Metacognitive Strategies in Female Student Teachers with Mediation of Academic Motivation

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The purpose of this study was to design the relationship of goal orientation and reading metacognitive strategies with intermediation of academic motivation in female student teachers. Therefore, 200 female students of Fatima-al–Zahra University were selected by random sampling. The completed the goal orientation, educational motivation and reading cognitive strategies questionnaires. Data were analyzed by path analysis method. The results of path analysis showed that trend-dominance has a significant, indirect, positive effect on metacognitive strategies due to intrinsic motivation and amotivation; Avoidance-dominance has a significant indirect negative effect on metacognitive strategies due to amotivation; trend-performance has a significant indirect negative effect on metacognitive strategies due to extrinsic motivation; avoidance-performance has a significant indirect negative effect  on metacognitive strategies due to amotivation and intrinsic motivation. The results of the study showed that educational motivation and goal orientation variables are very important in use of reading metacognitive strategies.
 

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