Seventh-graders’ self-regulatory note-taking from text: Perceptions, preferences, and practices;

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

Sixty-six students in a middle school in England were administered a questionnaire that tapped their metacognitive awareness of note-taking preferences and abilities. Students then were asked to provide a note-taking sample from a core history text so that their practices could be examined in relation to their claims. The results indicate that even though students verbalized their metacognitive understandings with a fair degree of sophistication, they were far less proficient in their self-regulated note-taking practices.

Original languageEnglish (US)
Pages (from-to)1-26
Number of pages26
JournalReading Research and Instruction
Volume44
Issue number4
DOIs
StatePublished - Jan 1 2005

ASJC Scopus subject areas

  • Education
  • Psychology (miscellaneous)

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