Exploring the Role of Epistemic Cognition in Reading Comprehension: A Phenomenological Investigation.
Saved in:
| Title: | Exploring the Role of Epistemic Cognition in Reading Comprehension: A Phenomenological Investigation. |
|---|---|
| Authors: | Awada, Ghada M.1 (AUTHOR) ghada.awada@lau.edu.lb |
| Source: | Reading Psychology. Nov/Dec2025, Vol. 46 Issue 8, p839-867. 29p. |
| Subject Terms: | *Reading comprehension, *College students, *Mixed methods research, *Academic achievement, *Qualitative research, Quantitative research, Epistemics, Epistemic logic |
| Abstract: | This study examined the role of epistemic cognition in college students' reading comprehension across diverse academic fields using a mixed-methods approach. The research integrated statistical analysis of survey responses with qualitative insights from interviews. Quantitative data were analyzed using descriptive statistics to summarize demographic information, while inferential techniques such as factor analysis, MANOVA, correlation, regression, and structural equation modeling were employed to explore relationships between epistemic cognition, reading strategies, and academic achievement. Qualitative data from interviews and focus groups were analyzed using Braun and Clarke's six-phase thematic analysis, supported by Quirkos software for coding and theme development. The study included 155 students from various disciplines, with 83.9% aged 18–20. Findings revealed how individual theories of reading influence comprehension, the interaction between reading determinants, and the role of gender. These insights contribute to understanding cognitive and affective factors impacting reading success in higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study examined the role of epistemic cognition in college students' reading comprehension across diverse academic fields using a mixed-methods approach. The research integrated statistical analysis of survey responses with qualitative insights from interviews. Quantitative data were analyzed using descriptive statistics to summarize demographic information, while inferential techniques such as factor analysis, MANOVA, correlation, regression, and structural equation modeling were employed to explore relationships between epistemic cognition, reading strategies, and academic achievement. Qualitative data from interviews and focus groups were analyzed using Braun and Clarke's six-phase thematic analysis, supported by Quirkos software for coding and theme development. The study included 155 students from various disciplines, with 83.9% aged 18–20. Findings revealed how individual theories of reading influence comprehension, the interaction between reading determinants, and the role of gender. These insights contribute to understanding cognitive and affective factors impacting reading success in higher education. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 02702711 |
| DOI: | 10.1080/02702711.2025.2523044 |
