VALIDATION OF INVENTORY OF METACOGNITIVE STRATEGIES AND MOTIVATION FOR READING (IEMML) IN COLLEGE STUDENTS OF PSYCHOLOGY

This research paper shows the results of a research that was to tailor an instrument in order to assess metacognitive processes in reading comprehension for college students. First of all, the validity of content and then the validity of construct were conducted. 27 reagents grouped in 5 factors which explained the 62.80 % of variance, was the final instrument. 1) Strategies for reading analysis (a=90), 2) Strategies for data or ideas identification (a=76), 3) intrinsic reading motivation in general (a=82), 4) Strategies for reviewing of information sources (a=65) and 5) intrinsic reading motivation of academic books (a=61). The results according to the usefulness of the inventory for diagnostic and intervention purposes are discussed.