Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement (original) (raw)

Studies in Second Language Learning and Teaching

Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a common factor and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a composite, meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusiv...

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