Students’ Metacognitive Awareness of Reading Strategies and Cognitive Engagement as Mediated by Beliefs about Language Learning

This study was conducted to determine the mediating effect of beliefs about language learning on the relationship between students’ metacognitive awareness of reading strategies and cognitive engagement. The study utilized descriptive-correlational research design, with 300 public secondary schools senior high school students chosen through simple random sampling. The tools used in analyzing data were Mean, Pearson product moment correlation, Regression and Medgraph using Sobel z-test. Results show that senior high school students perceived a high level of metacognitive awareness of reading strategies, beliefs about language learning, and cognitive engagement. Findings also revealed that there was a significant relationship between students’ metacognitive awareness of reading strategies and cognitive engagement. In the same manner, metacognitive awareness of reading strategies and beliefs about language learning have a positive and strong relationship. Also, beliefs about language learning and cognitive engagement have a positive and strong relationship. Furthermore, the result of the Medgraph using Sobel z – test of beliefs about language on the relationship between metacognitive awareness of the reading strategies and the cognitive engagement of senior high school students was significant but partial. Nevertheless, beliefs about language learning helped senior high school students being more aware of metacognitive reading strategies and being more engaged in meaningful cognition.