메뉴 건너뛰기




Volumn 2, Issue 1, 2007, Pages 1-20

Measuring strategic processing: Comparing task-specific self-reports to traces

Author keywords

Strategic processing; Text comprehension; Trace methodology; Validity of self reports

Indexed keywords


EID: 34548245483     PISSN: 15561623     EISSN: 15561631     Source Type: Journal    
DOI: 10.1007/s11409-007-9004-y     Document Type: Article
Times cited : (47)

References (77)
  • 3
    • 0032367879 scopus 로고    scopus 로고
    • Profiling the differences in students' knowledge, interest, and strategic processing
    • Alexander, P. A., & Murphy, P. K. (1998). Profiling the differences in students' knowledge, interest, and strategic processing. Journal of Educational Psychology, 90, 435-447.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 435-447
    • Alexander, P.A.1    Murphy, P.K.2
  • 4
    • 0031120475 scopus 로고    scopus 로고
    • College instruction and concomitant changes in students' knowledge, interest, and strategy use: A study of domain learning
    • Alexander, P. A., Murphy, P. K., Woods, B. S., Duhon, K. E., & Parker, D. (1997). College instruction and concomitant changes in students' knowledge, interest, and strategy use: A study of domain learning. Contemporary Educational Psychology, 22, 125-146.
    • (1997) Contemporary Educational Psychology , vol.22 , pp. 125-146
    • Alexander, P.A.1    Murphy, P.K.2    Woods, B.S.3    Duhon, K.E.4    Parker, D.5
  • 6
    • 84970354107 scopus 로고    scopus 로고
    • Begging the questionnaire: Instrument effect on readers' response to a self-report checklist
    • Allan, A. (1997). Begging the questionnaire: Instrument effect on readers' response to a self-report checklist. Language Testing, 12, 133-156.
    • (1997) Language Testing , vol.12 , pp. 133-156
    • Allan, A.1
  • 7
    • 0003448445 scopus 로고
    • Erlbaum Hove and London
    • Baddeley, A. (1990). Human memory. Hove and London: Erlbaum.
    • (1990) Human Memory
    • Baddeley, A.1
  • 8
    • 4244195739 scopus 로고    scopus 로고
    • Assessing metacognition in children and adults
    • Buros Institute of Mental Measurements Lincoln, NE
    • Baker, L., & Cerro, L. C. (2000). Assessing metacognition in children and adults. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 99-145). Lincoln, NE: Buros Institute of Mental Measurements.
    • (2000) Issues in the Measurement of Metacognition , pp. 99-145
    • Baker, L.1    Cerro, L.C.2    Schraw, G.3    Impara, J.C.4
  • 12
    • 2942595766 scopus 로고    scopus 로고
    • Does the influence of reading purpose on reports of strategic text processing depend on students' topic knowledge?
    • Bråten, I., & Samuelstuen, M. S. (2004). Does the influence of reading purpose on reports of strategic text processing depend on students' topic knowledge? Journal of Educational Psychology, 96, 324-336.
    • (2004) Journal of Educational Psychology , vol.96 , pp. 324-336
    • Bråten, I.1    Samuelstuen, M.S.2
  • 13
    • 33750209781 scopus 로고    scopus 로고
    • Effects of personal epistemology on the understanding of multiple texts
    • Bråten, I., & Strømsø, H. I. (2006). Effects of personal epistemology on the understanding of multiple texts. Reading Psychology, 27, 457-484.
    • (2006) Reading Psychology , vol.27 , pp. 457-484
    • Bråten, I.1    Strømsø, H.I.2
  • 15
    • 33744975483 scopus 로고    scopus 로고
    • The relationship between Internet-specific epistemological beliefs and learning within Internet technologies
    • Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2005). The relationship between Internet-specific epistemological beliefs and learning within Internet technologies. Journal of Educational Computing Research, 33, 141-171.
    • (2005) Journal of Educational Computing Research , vol.33 , pp. 141-171
    • Bråten, I.1    Strømsø, H.I.2    Samuelstuen, M.S.3
  • 17
    • 0003092892 scopus 로고    scopus 로고
    • Students making sense of informational text: Relations between processing and representation
    • Coté, N., Goldman, S. R., & Saul, E. U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25, 1-53.
    • (1998) Discourse Processes , vol.25 , pp. 1-53
    • Coté, N.1    Goldman, S.R.2    Saul, E.U.3
  • 18
    • 0031321130 scopus 로고    scopus 로고
    • Windows on comprehension: Reading comprehension processes as revealed by two think-aloud procedures
    • Crain-Thoreson, C., Lippman, M. Z., & McClendon-Magnuson, D. (1997). Windows on comprehension: Reading comprehension processes as revealed by two think-aloud procedures. Journal of Educational Psychology, 89, 579-591.
    • (1997) Journal of Educational Psychology , vol.89 , pp. 579-591
    • Crain-Thoreson, C.1    Lippman, M.Z.2    McClendon-Magnuson, D.3
  • 19
    • 0005657139 scopus 로고
    • The effect of skew on the magnitude of product-moment correlations
    • Dunlap, W. P., Burke, M. J., & Greer, R. (1995). The effect of skew on the magnitude of product-moment correlations. Journal of General Psychology, 122, 365-377.
    • (1995) Journal of General Psychology , vol.122 , pp. 365-377
    • Dunlap, W.P.1    Burke, M.J.2    Greer, R.3
  • 23
    • 4444232945 scopus 로고    scopus 로고
    • What do readers need to learn in order to process coherence relations in narrative and expository text?
    • A. P. Sweet & C. E. Snow (Eds.). The Guilford Press New York
    • Graesser, A. C., McNamara, D. S., & Louwerse, M. M. (2003). What do readers need to learn in order to process coherence relations in narrative and expository text? In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 82-98). New York: The Guilford Press.
    • (2003) Rethinking Reading Comprehension , pp. 82-98
    • Graesser, A.C.1    McNamara, D.S.2    Louwerse, M.M.3
  • 25
    • 19644387541 scopus 로고    scopus 로고
    • Roles for software technologies in advancing research and theory in educational psychology
    • Hadwin, A. E., Winne, P. H., & Nesbit, J. C. (2005). Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology, 75, 1-24.
    • (2005) British Journal of Educational Psychology , vol.75 , pp. 1-24
    • Hadwin, A.E.1    Winne, P.H.2    Nesbit, J.C.3
  • 28
    • 0344983362 scopus 로고    scopus 로고
    • Comparing self-reports to traces of studying behavior as representations of students' studying and achievement
    • Jamieson-Noel, D., & Winne, P. H. (2003). Comparing self-reports to traces of studying behavior as representations of students' studying and achievement. German Journal of Educational Psychology, 17, 159-171.
    • (2003) German Journal of Educational Psychology , vol.17 , pp. 159-171
    • Jamieson-Noel, D.1    Winne, P.H.2
  • 30
    • 0001737767 scopus 로고
    • Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures
    • King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29, 303-323.
    • (1992) American Educational Research Journal , vol.29 , pp. 303-323
    • King, A.1
  • 31
    • 0039559995 scopus 로고    scopus 로고
    • Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction
    • Kucan, L., & Beck, I. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67, 271-299.
    • (1997) Review of Educational Research , vol.67 , pp. 271-299
    • Kucan, L.1    Beck, I.2
  • 33
    • 84963025676 scopus 로고
    • Attitudes vs. actions
    • LaPiere, T. (1934). Attitudes vs. actions. Social Forces, 13, 230-237.
    • (1934) Social Forces , vol.13 , pp. 230-237
    • Lapiere, T.1
  • 36
    • 0000193243 scopus 로고    scopus 로고
    • Thinking aloud: Telling a story about a story
    • Long, D. L., & Bourg, T. (1996). Thinking aloud: Telling a story about a story. Discourse Processes, 21, 329-339.
    • (1996) Discourse Processes , vol.21 , pp. 329-339
    • Long, D.L.1    Bourg, T.2
  • 46
  • 49
    • 0141644859 scopus 로고    scopus 로고
    • Development of grounded theories of complex cognitive processing: Exhaustive within- and between-study analyses of think aloud data
    • Buros Institute of Mental Measurements Lincoln, NE
    • Pressley, M. (2000). Development of grounded theories of complex cognitive processing: Exhaustive within- and between-study analyses of think aloud data. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 261-296). Lincoln, NE: Buros Institute of Mental Measurements.
    • (2000) Issues in the Measurement of Metacognition , pp. 261-296
    • Pressley, M.1    Schraw, G.2    Impara, J.C.3
  • 54
    • 15744368059 scopus 로고    scopus 로고
    • Decoding, knowledge, and strategies in comprehension of expository text
    • Samuelstuen, M. S., & Bråten, I. (2005). Decoding, knowledge, and strategies in comprehension of expository text. Scandinavian Journal of Psychology, 46, 107-117.
    • (2005) Scandinavian Journal of Psychology , vol.46 , pp. 107-117
    • Samuelstuen, M.S.1    Bråten, I.2
  • 55
    • 34250021937 scopus 로고    scopus 로고
    • Examining the validity of self-reports on scales measuring students' strategic processing
    • in press
    • Samuelstuen, M.S., & Bråten, I. Examining the validity of self-reports on scales measuring students' strategic processing. British Journal of Educational Psychology (in press).
    • British Journal of Educational Psychology
    • Samuelstuen, M.S.1    Bråten, I.2
  • 57
  • 62
    • 58149208111 scopus 로고
    • College students' theory of note-taking derived from their perceptions of note-taking
    • Van Meter, P., Yokoi, L., & Pressley, M. (1994). College students' theory of note-taking derived from their perceptions of note-taking. Journal of Educational Psychology, 86, 323-338.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 323-338
    • Van Meter, P.1    Yokoi, L.2    Pressley, M.3
  • 69
    • 27144524059 scopus 로고    scopus 로고
    • Students' calibration of knowledge and learning processes: Implications for designing powerful software learning environments
    • Winne, P. H. (2004). Students' calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41, 466-488.
    • (2004) International Journal of Educational Research , vol.41 , pp. 466-488
    • Winne, P.H.1
  • 70
    • 33645504074 scopus 로고    scopus 로고
    • How software technologies can improve research on learning and bolster school reform
    • Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41, 5-17.
    • (2006) Educational Psychologist , vol.41 , pp. 5-17
    • Winne, P.H.1
  • 73
    • 0036812294 scopus 로고    scopus 로고
    • Exploring students' calibration of self reports about study tactics and achievement
    • Winne, P. H., & Jamieson-Noel, D. (2002). Exploring students' calibration of self reports about study tactics and achievement. Contemporary Educational Psychology, 27, 551-572.
    • (2002) Contemporary Educational Psychology , vol.27 , pp. 551-572
    • Winne, P.H.1    Jamieson-Noel, D.2
  • 76
    • 0002626467 scopus 로고    scopus 로고
    • Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models
    • Guilford Press New York
    • Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: Guilford Press.
    • (1998) Self-regulated Learning: From Teaching to Self-reflective Practice , pp. 1-19
    • Zimmerman, B.J.1    Schunk, D.H.2    Zimmerman, B.J.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.