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

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 need adaptation in this cultural context. In an era where education is increasingly shaped by standardised tools, the findings highlight the importance of considering contextual and cultural differences when applying assessment measures. This study underscores the significance of metacognitive awareness and promotes future educators' development of critical metacognitive skills for addressing functional illiteracy. By contributing to the cross-cultural validation of the MARSI-R, we advocate for a pedagogical approach that encourages critical reflection and literacy skills through culturally responsive adaptations of metacognitive assessment tools in teacher education programmes.