NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Thums, Kathrin; Artelt, Cordula; Wolter, Ilka – European Journal of Psychology of Education, 2021
This study aims at exploring gender differences in text-type-specific reading competences via readers' gender-specific reading preferences. Women were expected to read more often for the sake of entertainment (entertainment preference), whereas men were expected to read more often to gain information (information preference). We further assumed…
Descriptors: Reading Habits, Recreational Reading, Gender Differences, Preferences
Peer reviewed Peer reviewed
Direct linkDirect link
Edossa, Ashenafi Kassahun; Neuenhaus, Nora; Artelt, Cordula; Lingel, Klaus; Schneider, Wolfgang – European Journal of Psychology of Education, 2019
Knowledge about one's own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading comprehension. Taking verbal cognitive ability into account, the present study aimed to examine the developmental trajectories of reading comprehension and declarative metacognitive knowledge and their…
Descriptors: Metacognition, Reading Comprehension, Secondary School Students, High Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Neuenhaus, Nora; Artelt, Cordula; Lingel, Klaus; Schneider, Wolfgang – European Journal of Psychology of Education, 2011
The purpose of the present study was to investigate the structure of metacognitive knowledge in fifth grade pupils and its relation to school achievement. Since the structure of metacognitive knowledge is controversially discussed with little empirical evidence for either its domain specificity or its domain transferability, the debate remains…
Descriptors: Elementary School Students, Measures (Individuals), Academic Achievement, Metacognition
Peer reviewed Peer reviewed
Artelt, Cordula; Schiefele, Ulrich; Schneider, Wolfgang – European Journal of Psychology of Education, 2001
Presents a study in which two reading literacy/text comprehension (on-line comprehension versus memory-based comprehension) tests were administered to fifteen year old students (n=6104) from all German states and school types. Explains that on-line comprehension was affected by metacognitive knowledge, decoding speed, and the number of books at…
Descriptors: Adolescents, Educational Research, Foreign Countries, Higher Education