Özet:

In this study, the role of class and gender variables in the influence of the top cognitive reading strategies of the Turkish teacher candidates on reading motivation was studied by structural equality modeling. In the research designed with the relational scan model, the work group created through simple non-selective sampling consists of 209 teachers candidates studying in the Turkish Teaching Department. In the collection of their data, the "Higher Intellectual Reading Strategies Scale" adapted to Turkish by Çöğmen and Saracaloğlu (2010) and the "Adult Reading Motivation Scale" adapted to Turkish by Yıldız, Yıldırım, Fire and Çetinkaya (2013). The data has been analyzed by structural equality modeling and the data analysis has been used by SPSS 23 and AMOS 22.0 software. The method of maximum likeness (Maximum Likehood) for the estimated parameters related to the models created to study the role of class and gender in the influence of the top cognitive reading strategies of the participants on reading motivation was preferred, the χ2/df, CFI, GFI, TLI, NFI, IFI, RMSEA and SRMR conformity indicators were used. The study found that all the hypothesis models were valid; the top cognitive reading strategies explained 20% of the reading motivation. In addition, the top-cognitive reading strategies were set to account for 23% in class 1, 2, 3 and 4 respectively, 14% and 13% and 31%; and 3% and 52% respectively in the models for women and male teachers candidates. According to this research, top cognitive reading strategies can be said to be an important contributor to the increase in reading motivation.