Résumés
Résumé
Cette étude vise à identifier des traces de validité d’une échelle de mesure des connaissances métacognitives de la lecture numérique inédite, développée pour le PISA 2018 et, plus particulièrement, à établir si cette échelle mesure des connaissances relevant de la lecture plutôt que de la littératie numérique. Les données des 37 pays de l’OCDE ont été utilisées. Les résultats montrent que l’échelle de connaissances métacognitives présente une forte corrélation avec les performances en lecture et avec deux échelles ayant subi un processus de validation de la mesure de la métacognition en lecture. Cette échelle est aussi significativement liée à l’intérêt des élèves, à leur concept de soi et à leur sentiment d’efficacité en lecture, mais n’est pas liée avec leur utilisation des TIC, leur intérêt ou leur sentiment d’efficacité perçue dans ce domaine. Les résultats appuient le fait que l’échelle mesure des connaissances relevant de la lecture plutôt que de la littératie numérique et mettent en évidence une corrélation robuste entre les connaissances métacognitives et les performances en lecture.
Mots-clés :
- connaissances métacognitives,
- lecture numérique,
- processus de validation,
- enquêtes à large échelle
Abstract
This study aims at searching for evidence of validity of an original scale assessing digital reading metacognitive knowledge developed for PISA 2018, more precisely to investigate whether this scale measures metacognitive knowledge related to reading rather than to digital technological literacy. Data from the 37 OECD countries have been used. The results of the correlations show that the assessment of how several strategies are appropriate to deal with a suspicious email is strongly correlated with reading performance and with the two existing scales of reading metacognitive knowledge. The new scale is also significantly correlated with students’ interest towards reading, their self-concept and self-efficacy in reading, and, on the contrary, is not correlated with their use of digital devices, interest and perceived self-efficacy in using digital devices. The results provide evidence that the new scale assesses digital reading metacognitive knowledge rather than digital literacy, and also demonstrate the strong correlation of this new scale with reading proficiency.
Keywords:
- metacognitive awareness,
- digital reading,
- validation process,
- large-scale assessments
Resumo
Este estudo tem como objetivo identificar os indícios de validade de uma escala inédita de medida de conhecimentos metacognitivos da leitura digital, desenvolvida para o PISA 2018 e, mais especificamente, verificar se essa escala mede conhecimentos mais relacionados com a leitura do que com a literacia digital. Foram usados dados de 37 países da OCDE. As correlações mostram que a escala de conhecimentos metacognitivos está fortemente correlacionada com o desempenho em leitura e com duas escalas de medição de metacognição de leitura validadas. Está também significativamente relacionada com o interesse dos alunos, o seu autoconceito e o seu sentimento de eficácia em leitura, mas não está relacionada com a utilização das TIC, o seu interesse ou o seu sentimento de eficácia percebido neste domínio. Os resultados validam o facto de que a escala mede conhecimentos mais relacionados com a leitura do que com a literacia digital e demonstra uma correlação robusta dos conhecimentos metacognitivos com os desempenhos em leitura.
Palavras chaves:
- conhecimento metacognitivo,
- leitura digital,
- processo de validação,
- pesquisas em larga escala
Parties annexes
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