The interrelationships between reading achievement, online reading activities, and metacognitive skills: Findings from PISA data

In today's digital society, it is important for young people to develop a metacognitive understanding of how to react to and respond to messages from strangers. This study explores the relationship between reading achievement, online reading activities, metacognitive skills, and socio-economic backgrounds. Analysis of PISA 2018 Nordic samples indicates a positive statistical association between metacognitive credibility-evaluation skills and reading achievement. Reading achievement is also associated with student background variables. Across the Nordic countries, the tested models explain between 17 % and 29 % of the variation in students’ metacognitive credibility evaluation skills within schools. However, not all students benefit equally as school-based digital skills instruction does not consistently support online metacognition. Addressing these disparities is key to supporting inclusive digital learning and enhancing students’ ability to assess information credibility. • A positive correlation exists between online metacognitive skills and reading achievement. • The link between online reading activities and metacognitive skills works via reading achievement. • A positive correlation exists between ESCS and online reading activities. • The link between ESCS and reading achievement works via online reading activities.