Evaluating the Factor Structure of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) in the Context of Italian Future Teachers

Abstract

This study evaluates the factor structure of the Metacognitive Awareness of Reading Strategies Inventory-Revised (MARSI-R) among 445 future teachers using confirmatory factor analysis. Results show strong item-factor relationships, but model fit indices suggest a marginal fit, indicating that the three-factor model may require adaptation within this cultural context. In an era where education is increasingly shaped by standardised tools, these findings highlight the importance of considering contextual and cultural differences in the application of assessment measures. This study underscores the significance of metacognitive awareness and supports the promotion of future educators' development of critical metacognitive skills for addressing functional illiteracy. By contributing to the cross-cultural validation of the MARSI-R, this research advocates for a pedagogical approach that encourages critical reflection and literacy skills throughculturally responsive adaptations of metacognitive assessment instruments in teacher education programmes.