Jin, GanGanJinRamazan, OnurOnurRamazanDr. LEE Ka Lai, DanielleDanielleDr. LEE Ka LaiDanielson, Robert W.Robert W.Danielson2026-01-172026-01-172021Jin, G., Ramazan, O., Lee, K. L., & Danielson, R. W. (12 Apr 2021). Relationship between metacognition and reading achievement: Moderation role of teachers' stimulation of reading engagement. Annual Meeting of American Educational Research Association (AERA) 2021, Virtual.http://hdl.handle.net/20.500.11861/26532Proficient reading influences not only learners’ reading performance but their future social experiences. Factors such as metacognition and engagement have been proved predicting reading ability. In present study, the relationships among teacher’s stimulation of reading engagement, metacognitive strategies (understanding and remembering, summarizing, and assess credibility), reading achievement were examined. Moderation analyses were employed to investigate if teacher’s stimulation of reading engagement moderates the relationship between students’ metacognitive strategies and reading achievement. Results showed that there were positive and statistically significant relationships among these variables. Besides, teacher’s stimulation of reading engagement positively moderates the effect of understanding and remembering and assess credibility on reading achievement, but no interaction of teacher’s stimulation of reading engagement and summarizing was found.enConference Paper