This diploma thesis examines the comprehension of source texts in the Slovenian language general matura essay. It is based on the understanding that comprehension is not a passive process of receiving information, but rather a process of meaning reconstruction in which individuals connect new information with their prior knowledge, experiences, cognitive schemas, and communicative context. Special attention is paid to the role of reading strategies, working memory, essay instructions, and assessment criteria in the successful completion of the matura essay. The aim of the study was to determine how high school students assess their comprehension of source texts and matura essay instructions, as well as which factors they believe influence comprehension and interpretation. The study is based on a quantitative research approach. Data were collected through a questionnaire completed by 72 high school students who took the Slovenian language matura essay in 2025. The results indicate that students generally assessed their comprehension of the instructions and source passages positively. Most respondents reported that they had successfully identified key literary characters and circumstances and had employed various reading strategies in the comprehension process. Among the factors they considered most important for successful comprehension were prior knowledge of the literary works, the clarity of the instructions, the use of reading strategies, and an understanding of the assessment criteria. The study also revealed a high level of self assessed interpretive performance, while simultaneously pointing to the possibility of discrepancies between perceived and actual comprehension. Time pressure and assessment uncertainty emerged as two of the more significant sources of emotional strain. The findings indicate that respondents perceive comprehension in the context of the matura essay as a complex process influenced by numerous interrelated factors.
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