THE EFFECT OF SOCIAL MEDIA AND MASS COMMUNICATION USAGE ON METACOGNITIVE READING STRATEGIES AWARENESS LEVEL
This study aims to determine whether or not secondary education students’ metacognitive reading strategies awareness differs depending on their possession of mass media. In this study, one of the general survey methods, relational screening model, has been used. As for collecting data, Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Kouider Mokhtari and Carla Reichard (2002) has been used. It has been adapted to Turkish by Öztürk (2012). In order to prove the model’s conformity, the scale has been applied on 281 secondary education students excluding the sample group. Model conformity values has been tested by the researcher through confirmatory factor analysis, and the following results have been achieved: x2 / df= 2,68; RMSEA= 0,078; SRMR= 0,073; GFI= 0,80; AGFI= 0,76; CFI= 0,91; NFI= 0,85; IFI= 0,91 and NNFI= 0,90. The scale’s internal consistency has been checked using Cronbach Alpha Coefficient and the achieved value is ? ,888. Metacognitive Awareness of Reading Strategies Inventory (Mokhtari and Reichard, 2002) and a personal information form have been applied in high schools during 2013 – 2014 academic year, fall term. The population is 8352 secondary education students from Kırşehir city center. Given that, it may be difficult to approach %100 of the population and taking the sampling theory into consideration, with a %3 error margin, 1110 students are derived from the population, which comprises the sample for the research. The study results are as follows: Secondary education students’ metacognitive reading strategies have been found on an intermediate level; students who possess a mobile phone, who has an account in social media and who regularly visits an internet café has a low level metacognitive reading strategies awareness.

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Keywords
Reading, reading strategies, cognition, metacognition, social media, mass media.