<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-5469</journal-id>
<journal-title><![CDATA[Revista Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. psicol.]]></abbrev-journal-title>
<issn>0121-5469</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-54692021000200071</article-id>
<article-id pub-id-type="doi">10.15446/rcp.v30n2.88781</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Motivation and Strategies for Reading Comprehension in Middle School]]></article-title>
<article-title xml:lang="es"><![CDATA[Motivación y Estrategias para la Comprensión Lectora en la Enseñanza Fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERRAZ]]></surname>
<given-names><![CDATA[ADRIANA SATICO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MONTEIRO INÁCIO]]></surname>
<given-names><![CDATA[AMANDA LAYS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINHEIRO]]></surname>
<given-names><![CDATA[MIRELLE CHRISTINA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[ACÁCIA APARECIDA ANGELI DOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Sao Francisco  ]]></institution>
<addr-line><![CDATA[Campinas ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>2</numero>
<fpage>71</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-54692021000200071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-54692021000200071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-54692021000200071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self-assessment of performance in 47 Middle School students with control of the variable's history of repetition, school year, and age. The differences in the students' self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation. Statistically significant correlations were identified among the motivational constructs, reading strategies, self-assessment, and achievement goals. We identified differences in the indices between the bivariate and partial correlations. The achievement goals were predictors of self-efficacy and reading strategies. These three constructs predicted the students' self-assessment in Portuguese language and reading comprehension. Students who practiced recreational reading presented a higher self-assessment than students who did not have this habit. It is suggested to continue the investigations on the theme and incorporate the findings of this study into the pedagogical practices that encourage reading.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este estudio, investigamos la relación entre los objetivos de logro, la autoeficacia, las estrategias de lectura y la autoevaluación del desempeño de 47 estudiantes de la enseñanza fundamental, con control de las variables historial de repetición, años escolares y edad. Se analizaron las diferencias en la autoevaluación de los estudiantes en la práctica de la lectura recreativa. Los estudiantes respondieron tres escalas de la Batería Multidimensional de Autorregulación para la Comprensión Lectora. Identificamos diferencias en las correlaciones bivariadas y parciales entre construcciones motivacionales, estrategias de lectura, autoevaluación y entre objetivos de logro. Los objetivos de logro fueron predicen autoeficacia y estrategias de lectura. Estos tres constructos predijeron la autoevaluación en portugués y comprensión de lectura. Los estudiantes que practicaban lectura recreativa tuvieron una autoevaluación más alta en comparación con los estudiantes que no tenían este hábito. Se sugiere continuar las investigaciones sobre el tema e incorporar los hallazgos de este estudio en las prácticas pedagógicas de la lectura.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[achievement goals]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[linguistic abilities]]></kwd>
<kwd lng="en"><![CDATA[psychoeducational assessment]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[capacidad lingüística]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación psicoeducativa]]></kwd>
<kwd lng="es"><![CDATA[objetivos de logro]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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