Reading Into the Future: Competence for the 21st Century

Educational Psychologist

Volumn 47, Issue 4, 2012, Pages 259-280

  Alexander, Patricia A ^a   Fox, Emily ^a   Maggioni, Liliana ^a   Loughlin, Sandra M ^a   Baggetta, Peter ^a   Dinsmore, Daniel L ^a   Grossnickle, Emily M ^a   List, Alexandra ^a   Parkinson, Meghan M ^a   Winters, Fielding I ^a   Dumas, Denis ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84867805688     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2012.722511     Document Type: Article

References (237)

1. Abrams, L. M., Pedulla, J. J. and Madaus, G. F. 2003. Views from the classroom: Teachers' opinions of statewide testing programs. Theory Into Practice, 42: 18-29. doi:10.1207/s15430421tip4201_4
2. Afflerbach, P. and Cho, B-Y. 2009. "Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading". In Handbook of research on reading comprehension, Edited by: Israel, S. E. and Duffy, G. G. 69-114. New York, NY: Routledge.
3. Afflerbach, P., Cho, B-Y. and Kim, J. 2011. "The assessment of higher order thinking skills in reading". In Assessment of higher order thinking skills, Edited by: Schraw, G. and Robinson, H. 185-215. Charlotte, NC: Information Age.
4. Afflerbach, P., Pearson, P. D. and Paris, S. G. 2008. Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61: 364-373. doi:10.1598/RT.61.5.1
5. Alexander, P. A. 1997. "Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces". In Advances in motivation and achievement, Edited by: Maehr, M. L. and Pintrich, P. R. Vol. 10, 213-250. Greenwich, CT: JAIs.
6. Alexander, P. A. 2003. The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32: 10-14. doi:10.3102/0013189x032008010
7. Alexander, P. A. 2005. The path to competence: A lifespan development perspective on reading. Journal of Literacy Research, 37: 413-436. doi:10.1207/s15548430jlr3704_1
8. Alexander P. A. 2009 December Knowledge, information, and truth: Sitting in judgment of the epistemic beliefs of others Presentation to the meeting of the European Network for Research on Epistemological Beliefs, Münster, Germany
9. Alexander, P. A., Dinsmore, D. L., Fox, E., Grossnickle, E. M., Loughlin, S. M., Maggioni, L. and Winters, F. I. 2011. "Higher-order thinking and knowledge: Domain-general and domain-specific trends and future directions". In Assessment of higher order thinking skills, Edited by: Schraw, G. and Robinson, D. H. 47-88. Charlotte, NC: Information Age.
10. Alexander, P. A. and Fox, E. in press. "A historical perspective on reading research and practice, redux". In Theoretical models and processes of reading, (6th ed.), Edited by: Unrau, N. J. and Alvermann, D. E. Newark, DE: International Reading Association
11. Alexander, P. A. and Jetton, T. L. 2000. "Learning from text: A multidimensional and developmental perspective". In Handbook of reading research, Edited by: Kamil, M. L., Mosenthal, P. B., Pearson, P. D. and Barr, R. 285-310. Mahwah, NJ: Erlbaum.
12. Alexander, P. A. and Murphy, P. K. 1998. "The research base for APA's learner-centered principles". In Issues in school reform: A sampler of psychological perspectives on learner-centered schools, Edited by: Lambert, N. M. and McCombs, B. L. 25-60. Washington, DC: American Psychological Association. doi:10.1037/0022-0663.90.3.397
13. Alexander, P. A., Murphy, P. K. and Kulikowich, J. M. 2009. "Expertise and the adult learner: A historical, psychological, and methodological exploration". In The handbook of research on adult learning and development, Edited by: Smith, M. C. and DeFrates-Densch, N. 484-523. New York, NY: Routledge.
14. Alexander, P. A. and Riconscente, M. M. 2005. "A matter of proof: Why achievement ≠ learning". In The No Child Left Behind legislation: Educational research and federal funding, Edited by: Carlson, J. S. and Levin, J. R. 27-36. Greenwich, CT: Information Age.
15. Antithesis. 2010. Merriam-Webster Online Dictionary Retrieved fromhttp://www.merriam-webster.com/dictionary/antithesis
16. Armbruster, B. B. 2010. Put reading first: The research building blocks for teaching children to read, kindergarten through Grade 3, Washington, DC: Center for the Improvement of Early Reading Achievement (CIERA).
17. Armbruster, B. B., Lehr, F. and Osborn, J. 2001. Put reading first: The research building blocks for teaching children to read, kindergarten through grade 3, Washington, DC: National Institute for Literacy.
18. Arsham, H. 2002. Impact of the Internet on learning and teaching. USDAL Journal, 16(3) Retrieved fromhttp://www.usdla.org/html/journal/MAR02_Issue/article01.html
19. Au, W. W. 2008. Devising inequality: A Bernsteinian analysis of high-stakes testing and social reproduction in education. British Journal of Sociology of Education, 29: 639-651. doi:10.1080/01425690802423312
20. Aurelius, M. The meditations: Book 7 Edited by: Long, G. Trans.). Retrieved fromhttp://classics.mit.edu/Antoninus/meditations.7.seven.html 167 ACE
21. Baker, L. and Beall, L. 2009. "Metacognitive processes and reading comprehension". In Handbook of research on reading comprehension, Edited by: Israel, S. E. and Duffy, G. G. 373-388. New York, NY: Routledge.
22. Baker, L. and Wigfield, A. 1999. Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34: 452-477. doi:10.1598/RRQ.34.4.4
23. Bandura, A. 1982. Self-efficacy mechanism in human agency. American Psychologist, 37: 122-147.
24. Bandura, A. 1986. Social foundations of thought and action: A social cognitive theory, Englewood Cliffs, NJ: Prentice-Hall.
25. Barab, S. A., Bowdish, B. E. and Lawless, K. A. 1997. Hypermedia navigation: Profiles of hypermedia users. Educational Technology Research & Development 45,: 23-42.
26. Bereby-Meyer, Y. and Kaplan, A. 2005. Motivational influences on transfer of problem-solving strategies. Contemporary Educational Psychology, 30: 1-22. doi:10.1037/0882-7974.20.2.341
27. Bohn, R. E. and Short, J. E. 2009. How much information? 2009 report on American consumers, La Jolla, CA: UC San Diego Global Information Industry Center. Retrieved fromhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf
28. Bowman, L. L., Levine, L. E., Waite, B. M. and Gendron, M. 2010. Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54: 927-931. doi:10.1016/j.compedu.2009.09.024
29. Bråten, I., Britt, M. A., Strømsø, H. I. and Rouet, J. F. 2011. The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model. Educational Psychologist, 46: 48-70.
30. Bråten, I., Strømsø, H. I. and Samuelstuen, M. S. 2008. Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33: 814-840. doi:10.1016/j.cedpsych.2008.02.001
31. Briscoe, E. J. 2002. Linguistic evolution through language acquisition, Cambridge,uk: Cambridge University Press.
32. Bromme, R., Kienhues, D. and Stahl, E. 2008. "Knowledge and epistemological beliefs: An intimate but complicated relationship". In Knowing, knowledge and beliefs: Epistemological studies across diverse cultures, Edited by: Khine, M. S. 423-441. New York, NY: Springer Science.
33. Brown, A. L. and Campione, J. S. 1990. Communities of learning and thinking, or a context by any other name. Contributions to Human Development, 21: 108-126.
34. Buehl, M. M. and Alexander, P. A. 2001. Examining beliefs about academic knowledge: Domain general or domain specific?. Educational Psychology Review, 13: 385-418.
35. Cates, G. L., Burns, M. K. and Joseph, L. M. 2010. Introduction to the special issue: Instructional efficiency and the impact on learning and data-based decision making. Psychology in the Schools, 47: 111-113.
36. Chall, J. S. 1983. Stages of reading development, New York, NY: McGraw-Hill.
37. Chandler, M. J., Lalonde, C. E., Sokol, B. W., Hallett, D. and Marcia, J. E. 2003. Personal persistence, identity development, and suicide: A study of native and non-native North American adolescents. Monographs of the Society for Research in Child Development, 68: 1-138.
38. Chinn, C. A. 2006. "Learning to argue". In Collaborative learning, reasoning, and technology, Edited by: O'Donnell, A. M., Hmelo-Silver, C. and Erkens, G. 355-383. Mahwah, NJ: Erlbaum.
39. Chinn, C. A. and Anderson, R. C. 2000. The structure of discussions that promote reasoning. Teachers College Record, 100: 315-368.
40. Chinn, C. A. and Brewer, W. F. 1993. The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63: 1-49. doi:10.2307/1170558
41. Chinn, C. A. and Malhotra, B. A. 2002. Children's responses to anomalous scientific data: How is conceptual change impeded?. Journal of Educational Psychology, 94: 327-343. 10.1037/0022-0663.94.2.327
42. Chomsky, N. 2002. Syntactic structures, (2nd ed.), New York, NY: Mouton de Gruyter.
43. Clark, A-M., Anderson, R. C., Kuo, L-J., Kim, I-H., Archodidou, A. and Nguyen-Jahiel, K. 2003. Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15: 181-198. doi:10.1023/ A:1023429215151
44. Coiro, J. and Dobler, E. 2007. Exploring the online comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42: 214-257.
45. Cold, S. J. 2006. Using Really Simple Syndication (RSS) to enhance student research. ACM SIGITE Newsletter, 3: 6-9. doi:10.1145/ 1113378.1113379
46. Common Core State Standards Initiative. 2010. Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects, Washington, DC: Council of Chief State School Officers and National Governors Association. Retrieved fromhttp://www.corestandards.org/
47. Cosgrove, M. P. 1995. The fruit of integration: Results in the teaching of psychology. Journal of Psychology & Theology, 23: 289-295.
48. d'Haenens, L., Jankowski, N. and Heuvelman, A. 2004. News in online and print newspapers: Differences in reader consumption and recall. New Media & Society, 6: 363-382. doi:10.1177/1461444804042520
49. Dillon, A. and Gabbard, R. 1998. Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68: 322-349. doi:10.3102/00346543068003322
50. Dinsmore, D. L. 2011. A multidimensional investigation of deep and surface processing, College Park: University of Maryland, College of Education. (Unpublished doctoral dissertation)
51. Dinsmore, D. L., Alexander, P. A. and Loughlin, S. M. 2008. Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20: 391-409.
52. Duffy, G. G. and Israel, S. E. 2009. "Where to from here? Themes, trends, and questions". In Handbook of research on reading comprehension, Edited by: Israel, S. E. and Duffy, G. G. 668-675. New York, NY: Routledge.
53. Duke, N. K. 2004. The case for informational text. Educational Leadership, 61(6): 40-44.
54. Dunbar, K. and Fugelsang, J. 2005. "Scientific thinking and reasoning". In Cambridge handbook of thinking and reasoning, Edited by: Holyoak, K. J. and Morrison, R. 705-726. New York, NY: Cambridge University Press.
55. Fast, K. V. and Campbell, G. 2004. "I still like Google": University students' perceptions of searching OPACs and the web. Proceedings of the American Society for Information Science and Technology, 41: 138-146.
56. Felton, M. and Kuhn, D. 2001. The development of argumentive discourse skill. Discourse Processes, 32: 135-153. doi:10.1080/016385-3X.2001.9651595
57. Fidel, R., Davies, R. K., Douglass, M. H., Holder, J. K., Hopkins, C. J., Kushner, E. J. and Toney, C. D. 1999. A visit to the information mall: Web searching behavior of high school students. Journal of the American Society for Information Science, 50: 24-37.
58. Fives, H. L., Alexander, P. A. and Buehl, M. M. 2001. "Teaching as persuasion: Approaching classroom discourse as refutational text". In Fiftieth yearbook of the National Reading Conference, Edited by: Hoffman, J. V., Schallert, D. L., Fairbanks, C. M., Worthy, J. and Maloch, B. 200-212. Chicago, IL: National Reading Conference.
59. Flanagin, A. J. and Metzger, M. J. 2007. The role of site features, user attributes, and information verification behaviors on the perceived credibility of web-based information. New Media & Society, 9: 319-342. doi:10.1177/1461444807075015
60. Flavell, J. H. 1977. Cognitive development, Englewood Cliffs, NJ: Prentice-Hall.
61. Flavell, J. H. 1979. Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34: 906-911. doi:10.1037/0003-066X.34.10.906
62. Foehr, U. G. 2006. Media multitasking among American youth: Prevalence, predictors and pairings, Menlo Park, CA: Kaiser Family Foundation.
63. Foerde, K., Knowlton, B. J. and Poldrack, R. A. 2006. Modulation of competing memory systems by distraction. Proceedings of the National Academy of Science, 103: 11778-11783. doi:10.1073/pnas.0602659103
64. Fox, E. 2009. The role of reader characteristics in processing and learning from informational text. Review of Educational Research, 79: 197-261. doi:10.3102/0034654308324654
65. Fox, E. and Alexander, P. A. 2009. "Text comprehension: A retrospective, perspective, and prospective". In Handbook of research on reading comprehension, Edited by: Israel, S. E. and Duffy, G. G. 227-239. New York, NY: Routledge.
66. Fox, E. and Alexander, P. A. 2011. "Learning to read". In Handbook of research on learning and instruction, Edited by: Alexander, P. A. and Mayer, R. 7-31. New York, NY: Routledge.
67. Fox, E. and Dinsmore, D. L. 2009 August. "Reading competence and reading goals in four gifted young adolescent readers". In What is competence really: Part I, Bringing together threads in empirical research Edited by: Alexander, P. A. Amsterdam,the Netherlands Chair, Symposium presented at the meeting of the European Association for Research on Learning and Instruction
68. Fox, E., Dinsmore, D. L. and Alexander, P. A. 2007 April. "Situational success at reading challenging texts: Exposing the fragile understanding of college students". In Fragile understanding: When good ideas go bad Edited by: Alexander, P. A. Chicago, IL Chair, Symposium presented at the annual meeting of the American Educational Research Association
69. Fox E. Maggioni L. Dinsmore D. L. Alexander P. A. 2008 March The multi-layered reading goals of expert readers: Bridging between knowledge, interest, and strategy use Paper presented at the annual meeting of the American Educational Research Association, New York, NY
70. Gantz, J. F., Chute, C., Manfrediz, A., Minton, S., Reinsil, D., Schlichting, W. and Toncheva, A. 2008. The diverse and exploding digital universe, Farmingham, MA: IDC. Retrieved fromhttp://www.emc.com/collateral/analyst-reports/diverse-exploding-digital-universe.pdf
71. Garoufallou, E., Balatsoukas, P., Siatri, R., Zafeiriou, G., Asderi, S. and Ekizoglou, P. 2008. Greek academic librarians' perceptions of the impact of Google on their role as information providers. Education for Information, 26: 133-145.
72. Gentner, D. and Markman, A. B. 1997. Structure mapping in analogy and similarity. American Psychologist, 52: 45-56. doi:10.1037/ 0003-066X.52.1.45
73. Gibson, E. J. and Levin, H. 1975. The psychology of reading, Cambridge, MA: MIT Press.
74. Glaser, R. 1984. Education and thinking: The role of knowledge. American Psychologist, 39: 93-104. doi:10.1037/0003-066X.39.2.93
75. Graesser, A. C., McNamara, D. S. and Kulikowich, J. M. 2011. Coh-Metrix: Providing multilevel analyses of text characteristics. Educational Researcher, 40: 223-234. doi: 0.3102/0013189X11413260
76. Gray, W. S. 1925. "A modern program of reading instruction for the grades and the high school". In 24th Yearbook of the NSSE, Part I-Report of the National Committee on Reading, Edited by: Whipple, G. M. 21-73. Bloomington, IL: Public School Publishing.
77. Greene, J. A., Muis, K. R. and Pieschl, S. 2010. The role of epistemic beliefs in students' self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45: 245-257. doi:10.1080/00461520.2010.515932
78. Griffiths, J. R. and Brophy, P. 2005. Student searching behavior and the web: Use of academic resources and Google. Library Trends, 53: 539-554.
79. Gunzenhauser, M. G. 2003. High-stakes testing and the default philosophy of education. Theory Into Practice, 42: 51-58. doi:10.1207/ s15430421tip4201_7
80. Guthrie, J. T. and Wigfield, A. 2005. "Role of motivation and engagement in reading comprehension assessment". In Children's reading comprehension and assessment, Edited by: Paris, S. G. and Stahl, S. A. 187-213. Mahwah, NJ: Erlbaum.
81. Guzmán, A. E. and Klin, C. M. 2000. Maintaining global coherence in reading: The role of sentence boundaries. Memory & Cognition, 28: 722-730. doi:10.1006/jmla.2000.2719
82. Hacker, D. J. 1997. Comprehension monitoring of written discourse across early-to-middle adolescence. Reading and Writing, 9: 207-240. doi:10.1023/A:1007989901667
83. Halliday, M. A. K. 1973. Explorations in the functions of language, London,uk: Edward Arnold.
84. Henderson, D. K. 1994. Epistemic competence and contextualist epistemology: Why contextualism is not just the poor person's coherentism. The Journal of Philosophy, 12: 627-649.
85. Hesse, M. B. 1959. On defining analogy. Proceedings of the Aristotelian Society, 60: 79-100.
86. Hidi, S. 1990. Interest and its contribution as a mental resource for learning. Review of Educational Research, 60: 549-571. doi:10.3102/00346543060004549
87. Hidi, S. and Anderson, V. 1992. "Situational interest and its impact on reading and expository writing". In The role of interest in learning and development, Edited by: Renninger, K. A., Hidi, S. and Krapp, A. 215-238. Hillsdale, NJ: Erlbaum.
88. Hofer, B. K. 2004. Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39: 43-55. doi:10.1207/s15326985ep3901_5
89. Hofer, B. K. and Sinatra, G. M. 2010. Epistemology, metacognition, and self-regulation: Musings on an emerging field. Metacognition and Learning, 5: 113-120. doi:10.1007/s11409-009-9051-7
90. Hoffman, J. V., Assaf, L. C. and Paris, S. G. 2001. High-stakes testing in reading: Today in Texas, tomorrow?. The Reading Teacher, 54: 482-492.
91. Hong, J. and Liu, M. 2003. A study on thinking strategy between experts and novices of computer games. Computers in Human Behavior, 19: 245-258. doi:10.1016/S0747-5632(02)00013-4
92. Hoover, W. A. and Gough, P. B. 1990. The simple view of reading. Reading and Writing, 2: 127-160. doi:10.1007/BF00401799
93. Hornof, M. 2008. Reading tests as a genre study. The Reading Teacher, 62: 69-73.
94. Hruby, G. G., Goswami, U., Frederiksen, C. H. and Perfetti, C. A. 2011. Neuroscience and reading: A review for reading education researchers. Reading Research Quarterly, 46: 156-172.
95. Hynd, C. 2001. Refutational texts and the change process. International Journal of Educational Research, 35: 699-714. doi:10.1016/ S0883-0355(02)00010-1
96. International Reading Association. 2009. New literacies and 21st-century technologies (Position paper). Retrieved fromhttp://www.reading.org/General/AboutIRA/PositionStatements/21stCenturyLiteracies.aspx
97. Jenkins, C., Corritore, C. L. and Wiedenbeck, S. 2003. Patterns of information seeking on the Web: A qualitative study of domain expertise and Web expertise. IT & Society, 1(3): 64-89.
98. Kamil, M. L., Afflerbach, P. A., Pearson, P. D. and Moje, E. B. 2011. "Reading research in a changing era". In Handbook of reading research, Edited by: Kamil, M. L., Afflerbach, P. A., Pearson, P. D. and Moje, E. B. xiii-xxvi. New York, NY: Routledge.
99. Kardash, C. M. and Scholes, R. J. 1996. Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88: 260-271. doi:10.1037/0022-0663.88.2.260
100. Kendeou, P. and van den Broek, P. 2007. The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory and Cognition, 35: 1567-1577. doi:10.3758/ BF0319-3491
101. Kienhues, D. and Bromme, R. 2011. Beliefs about abilities and epistemic beliefs: Aspects of cognitive flexibility in information-rich environments. Links between beliefs and cognitive flexibility,: 105-124. New York, NY: Springer., In J. Elen, E. Stahl, R. Bromme, & G. Clarebout (Eds.),
102. Kintsch, W. 1998. Comprehension, New York, NY: Cambridge University Press.
103. Kintsch, W. 2004. "The construction-integration model of text comprehension and its implications for instruction". In Theoretical models and processes of reading, Edited by: Ruddell, R. B. and Unrau, N. J. 1270-1328. Newark, DE: International Reading Association.
104. Kist, W. 2008. "Film and video in the classroom: Back to the future". In Handbook of research on teaching literacy through visual and communicative arts (Vol. II, pp. 521-527), Edited by: Flood, J., Heath, S. B. and Lapp, D. Newark, DE: International Reading Association.
105. Kitchener, K. S. 1983. Cognition, metacognition, and epistemic cognition. Human Development, 26: 222-232.
106. Kuhn, D. and Udell, W. 2001. The path to wisdom. Educational Psychologist, 36: 261-264. doi:10.1207/S15326985EP3604_6
107. Kuhn, D. and Udell, W. 2007. Coordinating own and other perspectives in argument. Thinking and Reasoning, 13: 90-104. doi:10.1080/13546780600625447
108. Lankshear, C. and Knobel, M. 2003. New literacies: Changing knowledge and classroom learning, Buckingham, UK: Open University Press.
109. Larson, M., Britt, M. A. and Larson, A. A. 2004. Disfluencies in comprehending argumentative texts. Reading Psychology, 25: 205-224. doi:10.1080/02702710490489908
110. Lawless, K. A. and Kulikowich, J. A. 1996. Understanding hypertext navigation through cluster analysis. Journal of Educational Computing Research, 14: 385-399.
111. Lazonder, A. W., Biemans, H. J. A. and Wopereis, I. G. J. H. 2000. Differences between novice and experienced users in searching information on the World Wide Web. Journal of the American Society for Information Science, 51: 576-581. doi:10.1002/(SICI)1097-4571
112. Lee, P. and Ashby, R. 2000. "Progression in historical understanding among students ages 7-14". In Knowing, teaching and learning history: National and international perspectives, Edited by: Stearns, P. N., Seixas, P. and Wineburg, S. 199-222. New York, NY: New York University Press.
113. Lee, P. and Shemilt, D. 2003. A scaffold, not a cage: Progression and progression models in history. Teaching History, 113: 13-24.
114. Lenhart, A., Madden, M. and Hitlin, P. 2005. Teens and technology: Youth are leading the transition to a fully wired and mobile nation, Washington, DC: Pew Internet and American Life Project.
115. Leu, D. J., Kinzer, C. K., Coiro, J. L. and Commack, D. W. 2004. "Toward a theory of new literacies emerging from the Internet and other information and communication technologies". In Theoretical models and processes of reading(5th ed., Edited by: Ruddell, R. B. and Unrau, N. J. 1570-1613. Newark, DE: International Reading Association.
116. Levine, L. E., Waite, B. M. and Bowman, L. L. 2007. Electronic media use, reading, and academic distractibility in college youth. CyberPsychology & Behavior, 10: 560-566. doi:10.1089/cpb.2007.9990
117. Lin, L., Robertson, J. and Lee, J. 2009. Reading performances between novices and experts in different media multitasking environments. Computers in the Schools, 26: 169-186. doi:10.1080/0738056090309-5162
118. List, A., Grossnickle, E. M., Loyens, S. M. M. and Alexander, P. A. 2012. Manuscript submitted for publication. The role of educational context and beliefs in students' multiple source use,
119. Liu, Z. 2004. Perceptions of credibility of scholarly information on the web. Information Processing & Management, 40: 1027-1038. doi:10.1016/S0306-4573(03)00064-5
120. Liu, Z. 2005. Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of Documentation, 61: 700-712. doi:10.1108/00220410510632040
121. Maggioni, L. 2010. Studying epistemic cognition in the history classroom: Cases of teaching and learning to think historically (Doctoral dissertation). Retrieved fromProQuest Dissertation and Theses Database (Document ID 2180012291)
122. Maggioni, L., Alexander, P. A. and Rikers, R. 2009 August. "Competence in the high-school history classrooms: Three case studies". In What is competence really? Seeking threads in empirical research Edited by: Alexander, P. A. Amsterdam,the Netherlands (Chair), Symposium presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction
123. Maggioni L. Fox E. 2009 April Adolescents' reading of multiple history texts: An interdisciplinary exploration of the relation between domain-specific reading and epistemic beliefs Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA
124. Maggioni, L., Fox, E. and Alexander, P. A. 2010a. The epistemic dimension of competence in the social sciences. Journal of Social Science Education, 9(4): 15-23.
125. Maggioni L. Fox E. Alexander P. A. 2010b May When change does not mean progress: Historical thinking, intertextual reading, and domain-specific epistemic beliefs in the context of one high-school history class Paper presented at the annual meeting of the American Educational Research Association, Denver, CO
126. Mason, L., Boldrin, A. and Ariasi, N. 2010. Searching the web to learn about a controversial topic: Are students epistemically active?. Instructional Science, 38: 607-633.
127. Matthew, K. 1997. A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research on Computing in Education, 29: 263-275.
128. Mayer, R. E. 2002. Multimedia learning. Psychology of Learning and Motivation, 41: 85-139. doi:10.1016/S0079-7421(02)80005-6
129. Mayer, R. E. and Anderson, R. B. 1992. The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84: 444-452. doi:10.1037/0022-0663.84.4.444
130. McCrudden, M. T. 2011. Do specific relevance instructions promote transfer appropriate processing?. Instructional Science, 39: 865-879. doi:10.1007/s11251-010-9158-x
131. McCrudden, M. T., Magliano, J. and Schraw, G. 2010. Exploring how relevance instructions affect personal reading intentions, reading goals, and text processing: A mixed methods study. Contemporary Educational Psychology, 35: 229-241. doi:10.1016/j.cedpsych.2009.12.001
132. McNeil, L. M. 2000. Contradictions of school reform: Educational costs of standardized testing, New York, NY: Routledge.
133. Metzger, M. J., Flanagin, A. J. and Zwarun, L. 2003. College student Web use, perceptions of information credibility, and verification behavior. Computers & Education, 41: 271-290. doi:10.1016/S0360-1315(03)00049-6
134. Meyer, B. J. F. 1987. "Following the author's top-level organization: An important skill for reading comprehension". In Understanding readers' understanding, Edited by: Tierney, R. J., Anders, P. L. and Mitchell, J. N. 59-76. Hillsdale, NJ: Erlbaum.
135. Michel, J.-B., Shen, Y. K., Aiden, A. P., Veres, A., Gray, M. K., The Google Books Team and Aiden, E. L. 2011. Quantitative analysis of culture using millions of digitized books. Science, 331: 176-182. doi:10.1126/science.1199644
136. Miller, P. H., Kessel, F. S. and Flavell, J. H. 1970. Thinking about people thinking about people thinking about: A study of social-cognitive development. Child Development, 41: 613-623.
137. Moreno, R. and Mayer, R. E. 2007. Interactive multimodal learning environments. Educational Psychology Review, 19: 309-326. doi:10.1007/s10648-007-9047-2
138. Mosenthal, P. B. 1988. Research views: Anopheles and antinomies in reading research. The Reading Teacher, 42: 234-235.
139. Moshman, D. 1982. Exogenous, endogenous, and dialectical constructivism. Developmental Review, 2: 371-384.
140. Muis, K. R. 2004. Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74: 317-377. doi:10.3102/00346543074003317
141. Murphy, P. K. and Alexander, P. A. 2002. What counts? The predictive powers of subject-matter knowledge, strategic processing, and interest in domain-specific performance. Journal of Experimental Education, 70: 197-214. doi:10.1080/00220970209599506
142. Murphy, P. K., Edwards, M. N., Buehl, M. M. and Zeruth, J. A. 2007. Using the Domain-Specific Beliefs Questionnaire with adolescents enrolled in high-poverty, high-minority schools: Examining psychometric properties. Journal of Experimental Education, 76: 3-25. doi:10.3200/JEXE.76.1.3-25
143. Murphy, P. K., Long, J. L., Holleran, T. and Esterly, E. 2003. Persuasion online or on paper: A new take on an old issue. Learning and Instruction, 13: 511-532. doi:10.1016/S0959-4752(02)00041-5
144. Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N. and Alexander, J. F. 2009. Examining the effects of classroom discussion on students' comprehension of text: A meta-analysis. Journal of Educational Psychology, 101: 740-764. doi:10.1037/a0015576
145. Myers, J. L. and O'Brien, E. J. 1998. Accessing the discourse representation during reading. Discourse Processes, 26: 131-157. doi:10.1080/01638539809545042
146. National Center to Improve the Tools of Educators. 1996. Learning to read/reading to learn: Helping children with learning disabilities to succeed, Washington, DC: Special Education Programs.
147. National Governing Board. 2010. Reading framework for the 2011 National Assessment for Reading Progress, Washington, DC: U.S. Department of Education.
148. National Reading Panel. 2000. Report of the National Reading Panel, Washington, DC: National Institute of Child Health and Human Development.
149. Nielsen Book.2011. Nielsen Book releases 2010 book production figures. Retrieved fromwww.nielsenbookdata.co.uk
150. Novick, L. R. 1988. Analogical transfer, problem similarity, and expertise. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14: 510-520. doi:10.1037/0278-7393.14.3.510
151. Oldfather, P. and Dahl, K. 1994. Toward a social constructivist reconceptualization of intrinsic motivation for literacy learning. Journal of Reading Behavior, 26: 139-158.
152. Ophir, E., Nass, C. and Wagner, A. D. 2009. Cognitive control in media multitaskers. Proceedings of the National Academy of Science, 106: 15583-15587. doi:10.1073/pnas.0903620106
153. Ozuru, Y., Dempsey, K. and McNamara, D. S. 2009. Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19: 228-242. doi:10.1016/j.learninstruc.2008.04.003
154. Paas, F., Renkl, A. and Sweller, J. 2003. Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1): 1-4. doi:10.1207/S15326985EP3801_1
155. Pan, B., Hembrooke, H., Joachims, T., Lorigo, L., Gay, G. and Granka, L. 2007. In Google we trust: Users' decisions on rank, position, and relevance. Journal of Computer-Mediated Communication, 12: 801-823. doi:10.1111/j.1083-6101.2007.00351.x
156. Pang, E. and Kamil, M. L. 2002. "Reading hypertext: Comprehension and strategies of third grade students". In 51st Yearbook of the National Reading Conference, Edited by: Hoffman, J., Schallert, D. L., Fairbanks, C. M., Worthy, J. and Maloch, B. 333-343. Oak Creek, WI: National Reading Conference.
157. Pappas, C. C. 2006. The information book genre: Its role in integrated science literacy research and practice. Reading Research Quarterly, 41: 226-250. doi:10.1598/RRQ,41.2.4
158. Paris, S. G. and Oka, E. R. 1986. Children's reading strategies, metacognition, and motivation. Developmental Review, 6: 25-56. doi:10.1016/0273-2297(86)90002-X
159. Paris, S. G. and Urdan, T. 2000. Policies and practices of high-stakes testing that influence teachers and schools. Issues in Education, 6: 83-108.
160. Paris, S. G., Wasik, B. A. and Turner, J. C. 1991. "The development of strategic readers". In Handbook of reading research, Edited by: Barr, R., Kamil, M. L., Mosenthal, P. B. and Pearson, P. D. 609-640. Mahwah, NJ: Erlbaum.
161. Partnership for Assessment of Readiness for College and Careers. 2010 June. Application for the Race to the Top comprehensive assessment systems competition Retrieved fromhttp://www.fldoe.org/parcc/pdf/apprtcasc.pdf
162. Partnership for 21st Century Skills. 2009. Framework for 21st century learning, Washington, DC: Author. Retrieved fromhttp://www.p21.org/
163. Pearson, P. D. and Tierney, R. J. 1984. "On becoming a thoughtful reader: Learning to read like a writer". In Becoming readers in a complex society: 83rd yearbook of the National Society for the Study of Education, Edited by: Rehage, K. J., Purves, A. C. and Niles, O. S. 144-173. Chicago, IL: NSSE.
164. Pekrun, R. and Linnenbrink-Garcia, L. 2012. "Academic emotions and student engagement". In Handbook of research on student engagement (pp. 259-282), Edited by: Christenson, S. L., Reschly, A. L. and Wylie, C. New York, NY: Springer.
165. Perfetti, C. A., Rouet, J. F. and Britt, M. A. 1999. "Toward a theory of documents representation". In The construction of mental representations during reading, Edited by: van Oostendorp, H. and Goldman, S. R. 99-122. Mahwah, NJ: Erlbaum.
166. Perse, E. M. and Ferguson, D. A. 2000. The benefits and costs of web surfing. Communication Quarterly, 48: 343-359. doi:10.1080/01463370009385603
167. Pew Research Center. 2009. Demographics of teen Internet users, Washington, DC: Pew Internet and American Life Project. Retrieved fromhttp://pewinternet.org/Static-Pages/Trend-Data-for-Teens/Whos-Online.aspx
168. Pew Research Center. 2011. Trend data, Washington, DC: Pew Internet and American Life Project. Retrieved fromhttp://pewinternet.org/Static-Pages/Trend-Data/Online-Activities-Daily.aspx
169. Pintrich, P. R., Marx, R. W. and Boyle, R. A. 1993. Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63: 167-199.
170. Pluta, W. J., Chinn, C. A. and Duncan, R. G. 2011. Learners' epistemic criteria for good scientific models. Journal of Research in Science Teaching, 48: 486-511. doi:10.1002/tea.20415
171. Porter, A., McMaken, J., Hwang, J. and Yang, R. 2011. Common Core Standards: The new U. S. intended curriculum. Educational Researcher, 40: 103-116. doi:10.3102/0013189X114
172. Pressley, M. and Afflerbach, P. 1995. Verbal protocols of reading: The nature of constructively responsive reading, Hillsdale, NJ: Erlbaum.
173. Pressley, M. and Wharton-McDonald, R. 1997. Skilled comprehension and its development through instruction. School Psychology Review, 26: 448-466.
174. Qian, G. and Alvermann, D. 1995. Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87: 282-292. doi:10.1037/0022-0663.87.2.282
175. RAND Reading Study Group. 2002. Reading for understanding: Toward an R&D program in reading comprehension, Santa Monica, CA: Author.
176. Reinking, D. 2005. "Multimedia learning of reading". In Cambridge handbook of multimedia learning, Edited by: Mayer, R. E. 355-374. Cambridge, UK: Cambridge University Press.
177. Richter, T. and Schmid, S. 2010. Epistemological beliefs and epistemic strategies in self-regulated learning. Metacognition and Learning, 5: 47-65. doi:10.1007/s11409-9038-4
178. 2: Media in the lives of 8- to 18-year-olds, Menlo Park, CA: H. J. Kaiser Family Foundation.
179. Rieh, S. Y. 2002. Judgment of information quality and cognitive authority in the Web. Journal of the American Society for Information Science and Technology, 53: 145-161. doi:10.1002/asi.10017
180. Rieh, S. Y. and Hilligoss, B. 2007. "College students' credibility judgments in the information-seeking process". In Digital media, youth, and credibility. MacArthur Foundation Series on Digital Media and Learning, Edited by: Metzger, M. and Flanagin, J. 49-72. Cambridge, MA: MIT Press.
181. Rouet, J. F. 1996. Hypertext and cognition, Mahwah, NJ: Erlbaum.
182. Rouet, J., Marron, M., Perfetti, C. and Favart, M. 1998. "Understanding historical controversies: Students' evaluation and use of documentary evidence". In International review of history education, Volume 2: Learning and reasoning in history, Edited by: Voss, J. and Carretero, M. 95-116. London,uk: Woburn.
183. Rouet, J. and Passerault, J. M. 1999. Analyzing learner-hypermedia interaction: An overview of online methods. Instructional Science, 27: 201-219. doi:10.1023/A:1003162715462
184. Russell, D. H. 1961. Children learn to read, (2nd ed.), New York, NY: Ginn.
185. Salmerón, L., Gil, L., Bråten, I. and Strømsø, H. 2010. Comprehension effects of signalling relationships between documents in search engines. Computers in Human Behavior, 26: 419-426. doi:10.1016/j.chb.2009.11.013
186. Salmerón, L., Kintsch, W. and Kintsch, E. 2010. Self-regulation and link selection strategies in hypertext. Discourse Processes, 47: 175-211. doi:10.1080/01638530902728280
187. Salomon, G. and Perkins, D. N. 1989. Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24: 113-142. doi:10.1207/s15326985ep2402_1
188. Schacter, J., Chung, G. K. W. K. and Dorr, A. 1998. Children's internet searching on complex problems: Performance and process analysis. Journal of the American Society for Information Science and Technology, 49: 840-849. doi:10.1002/(SICI)1097-4571(199807)49:9<840::AID-ASI9>3.0.CO;2-D
189. Schiefele, U. 1991. Interest, learning, and motivation. Educational Psychologist, 26: 299-323. doi:10.1207/s15326985ep2603&4_5
190. Schommer, M. 1990. Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82: 498-504. doi:10.1037/0022-0663.82.3.498
191. Schommer, M., Crouse, A. and Rhodes, N. 1992. Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84: 435-443. doi:10.1037/0022-0663.84.4.435
192. Schraw, G. 2010. No school left behind. Educational Psychologist, 45: 71-75. doi:10.1080/00461521003720189
193. Schraw, G. and Bruning, R. 1996. Readers' implicit models of reading. Reading Research Quarterly, 31: 290-305.
194. Schraw, G. and Bruning, R. 1999. How implicit models of reading affect motivation to read and reading engagement. Scientific Studies of Reading, 3: 281-302.
195. Schraw, G., Bruning, R. and Svoboda, C. 1995. Sources of situational interest. Journal of Reading Behavior, 27: 1-17.
196. Schraw, G., Flowerday, T. and Lehman, S. 2001. Increasing situational interest in the classroom. Educational Psychology Review, 13: 211-224. doi:10.1023/A:1016619705184
197. Schreiber, J. B. and Shinn, D. 2003. Epistemological beliefs of community college students and their learning processes. Community College Journal of Research and Practice, 27: 699-709.
198. Schunk, D. H. 2003. Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19: 159-172. doi:10.1080/10573560308219
199. Schunk, D. H. and Zimmerman, B. J. 2007. Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly: Overcoming Learning Difficulties, 23: 7-25.
200. Schwartz, M. C., Sadler, P. M., Sonnert, G. and Tai, R. H. 2009. Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework. Science Education, 93: 798-826. doi:10.1002/sce.20328
201. Shanahan, T. 1992. "Reading comprehension as a conversation with an author". In Promoting academic competence and literacy in school, Edited by: Pressley, M., Harris, K. R. and Guthrie, J. T. 129-148. San Diego, CA: Academic.
202. Shapiro, A. and Niederhauser, D. 2004. "Learning from hypertext: Research issues and findings". In Handbook of research on educational communications and technology, Edited by: Jonassen, D. H. Vol. 2, 605-620. Mahwah, NJ: Erlbaum.
203. Smarter Balanced Assessment Consortium. 2012 January. English Language Arts item and task specifications Retrieved fromhttp://www.smarterbalanced.org/smarter-balanced-assessments
204. Smith, L. E., Borkowski, J. G. and Whitman, T. L. 2008. From reading readiness to reading competence: The role of self-regulation in at-risk children. Scientific Studies of Reading, 12: 131-152. doi:10.1080/ 10888430801917167
205. Smith, M., Gertz, E., Alvarez, S. and Lurie, P. 2000. The content and accessibility of sex education information on the Internet. Health Education & Behavior, 27: 684-694. doi:10.1177/109019810002700603
206. Songer, N. B. and Linn, M. C. 1991. How do students' views of science influence knowledge integration?. Journal of Research in Science Teaching, 28: 761-784. doi:10.1002/tea.3660280905
207. Stahl, S., Hynd, C., Britton, B., McNish, M. and Bosquet, D. 1996. What happens when students read multiple source documents in history?. Reading Research Quarterly, 31: 430-456.
208. Stanovich, K. E. and West, R. F. 1997. Reasoning independently of prior belief and individual differences in actively open-minded thinking. Journal of Educational Psychology, 89: 342-357. doi:10.1037/ 0022-0663.89.2.342
209. Stephens, A. C. 2006. Equivalence and relational thinking: Preservice elementary teachers' awareness of opportunities and misconceptions. Journal of Mathematics Teacher Education, 9: 249-278. doi:10.1007/s10857-006-9000-1
210. Stewart, A. J., Kidd, E. and Haigh, M. 2009. Early sensitivity to discourse-level anomalies: Evidence from self-paced reading. Discourse Processes, 46: 46-69. doi:10.1080/01638530802629091
211. Sutherland-Smith, W. 2002. Weaving the literacy web: Changes in reading from page to screen. Reading Teacher, 55: 662-669.
212. Sweller, J. 1994. Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4: 295-312. doi:10.1016/0959-4752(94)90003-5
213. Tarchi, C. 2010. Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge. Learning and Individual Differences, 20: 415-420. doi:10.1016/j.lindif.2010.04.002
214. Taylor, A. K. 2011. Students learn equally well from digital as from paperbound texts. Teaching of Psychology, 38: 278-281.
215. Thompson, C. 2003. Information illiterate or lazy: How college students use the Web for research portal. Libraries and the Academy, 3: 259-268. doi:10.1353/pla.2003.0047
216. Turner, J. 1995. The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 30: 410-441. doi:10.2307/747624
217. Unsworth, L. 2001. Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practices, Philadelphia, PA: Open University Press.
218. Valencia S. W. Pearson P. D. Wixson K. K. 2011 April Assessing and tracking progress in reading comprehension: The search for keystone elements in college and career readiness Paper commissioned by the Center for K-12 Assessment and Performance Management, Educational Testing Service, Princeton, NJ
219. van den Broek, P., Lorch, R. F. Jr., Linderholm, T. and Gustafson, M. 2001. The effects of readers' goals on inference generation and memory for texts. Memory & Cognition, 29: 1081-1087.
220. van den Broek, P., Risden, K., Fletcher, C. R. and Thurlow, R. 1996. "A "landscape" view of reading: Fluctuating patterns of activation and the construction of a stable memory representation". In Models of understanding text, Edited by: Britton, B. K. and Graesser, A. C. 165-187. Mahwah, NJ: Erlbaum.
221. van Gog, T., Paas, F. and van Merriënboer, J. J. G. 2004. Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32: 83-98. doi:10.1023/ B:TRUC.0000021810.70784.b0
222. VanSledright, B. 2002. In search of America's past: Learning to read history in elementary school, New York, NY: Teachers College Press.
223. VanSledright, B. A. 2004. What does it mean to read history?: Fertile ground for cross-disciplinary collaborations?. Reading Research Quarterly, 39: 342-346.
224. VanSledright, B. 2008. Narratives of nation-state, historical knowledge, and school history education. Review of Research in Education, 32: 109-146. doi:10.3102/0091732X07311065
225. VanSledright, B. 2012. "Learning with texts in history: Protocols for reading and practical strategies". In Adolescent literacy within disciplines: General principles and practical strategies, Edited by: Shanahan, T. and Shanahan, C. 199-226. New York, NY: Guilford.
226. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M. and Afflerbach, P. 2006. Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1: 3-14. doi:10.1007/s11409-006-6893-0
227. Vygotsky, L. S. 1986. Thought and language, Edited by: Kozulin, A. Cambridge, MA: MIT Press. (Original work published 1934)
228. Wallis, C. 2010. The impact of media multitasking on children's learning and development. Report from a research seminar, New York, NY: The Joan Ganz Cooney Center at Sesame Workshop.
229. Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A. and Barbosa, P. 2008. Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45: 432-445. doi:10.1002/pits.20307
230. Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K. and Hemmerich, J. A. 2009. Source evaluation, comprehension, and learning in internet science inquiry tasks. American Educational Research Journal, 46: 1060-1106. doi:10.3102/0002831209333183
231. Wineburg, S. 1991. Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1): 73-87. doi:10.1037/0022-0663.83.1.73
232. Wineburg, S. 2001. "On the reading of historical texts: Notes on the breach between school and academy". In Historical thinking and other unnatural acts: Charting the future of teaching the past, Edited by: Wineburg, S. 63-88. Philadelphia, PA: Temple University Press.
233. Wineburg, S. 2007. Unnatural and essential: The nature of historical thinking. Teaching History, 129: 6-11.
234. Winters, F. I., Greene, J. A. and Costich, C. M. 2008. Self-regulation of learning within computer-based environments: A critical analysis. Educational Psychology Review, 20: 429-444. doi:10.1007/s10648-008-9080-9
235. Wood, P. and Kardash, C. A. 2002. "Critical elements in the design and analysis of studies of epistemology". In Personal epistemology: The psychology of beliefs about knowledge and knowing, Edited by: Hofer, B. K. and Pintrich, P. R. 231-260. Mahwah, NJ: Erlbaum.
236. Zimmerman, B. J. and Schunk, D. H. 2001. "Reflections on theories of self-regulated learning and academic achievement". In Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., Edited by: Zimmerman, B. and Schunk, D. 289-307. Mahwah, NJ: Erlbaum.
237. Zimmerman, B. J. and Schunk, D. H. 2011. Handbook of self-regulation of learning and performance, New York, NY: Routledge.