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ERIC Number: EJ1251877
Record Type: Journal
Publication Date: 2020-Jun
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: N/A
What They Say Is What They Do? Comparing Task-Specific Self-Reports, Think-Aloud Protocols, and Study Traces for Measuring Secondary School Students' Text-Learning Strategies
Rogiers, Amelie; Merchie, Emmelien; Van Keer, Hilde
European Journal of Psychology of Education, v35 n2 p315-332 Jun 2020
This study investigates the correlation between three data gathering methods for uncovering differences in secondary school students' text-learning strategy use. In total, 56 secondary school students' text-learning strategies were assessed with (a) a task-specific self-report inventory, (b) think-alouds protocols, and (c) the trace methodology. Correlational analysis indicated low to moderate correlations between students' self-reports and think-aloud protocols on the overt and covert cognitive text-learning strategies, except for the strategy "linking with prior knowledge." Similarly, low to moderate correlations were found between students' self-reports and study traces on the overt cognitive strategies. Remarkable was that no significant correlations were found between students' covert metacognitive self-reported and verbalized strategies. This study illustrates the importance of a multi-method perspective on students' learning strategies to provide more insight into how students learn from informative texts.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A