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

Language students apply different strategies to learn a second language (L2), especially when they want attain proficiency in reading. The aim of the present study was revisit validity Metacognitive Awareness Reading Strategies Inventory (MARSI-R) among Saudi using new statistical method confirmatory composite analysis (CCA). Past studies modeled MARSI-R as common factor and applied (CFA) test its validity. However, struggled provide support for MASRI-R with each suggesting model. Instead, we treat inventory composite, meaning that items form define not other way around. We use partial least squared structural equation modeling (PLS-SEM) allow model be estimated. results indicated constructs are better operationalized composites factors supported through CCA exclusively. After confirming nature inventory, evaluated extent which is related reading mediational mechanism motivational intensity (i.e., learning effort). Descriptive statistics illustrated problem-solving most used strategy females more frequently than their male counterparts. Most importantly, showed metacognitive only exert an indirect effect on proficiency, mediated by Thus, seems mediator relationship between proficiency. Finally, methodological educational implications provided.