2017
DOI: 10.1111/bjep.12176
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Multiple aspects of high school students’ strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use

Abstract: Background. While the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important.

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Cited by 17 publications
(30 citation statements)
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“…Moreover, beyond data on students’ knowledge of or motivations towards the task, topic, or domain, it may be pertinent to measure such executive functions as working memory or relational reasoning that could significantly influence performance on certain cognitive tasks. For example, such executive functions may well have contributed to participants’ performance on the climate simulation task in the Dinsmore and Zoellner () study or the strategic processing of the high‐school students in Parkinson and Dinsmore () investigation, over and above knowledge and interest.…”
Section: Introductionmentioning
confidence: 99%
“…Moreover, beyond data on students’ knowledge of or motivations towards the task, topic, or domain, it may be pertinent to measure such executive functions as working memory or relational reasoning that could significantly influence performance on certain cognitive tasks. For example, such executive functions may well have contributed to participants’ performance on the climate simulation task in the Dinsmore and Zoellner () study or the strategic processing of the high‐school students in Parkinson and Dinsmore () investigation, over and above knowledge and interest.…”
Section: Introductionmentioning
confidence: 99%
“…It brings together seven contributions, focusing on learning either during higher education or during last years of high school. Three different theoretical perspectives are represented: self‐regulated learning (SRL, Deekens et al ., ; Scheiter et al ., ; Winne, ), model of domain learning (MDL, Dinsmore & Zoellner, ; Parkinson & Dinsmore, ), and student approaches to learning (SAL, Catrysse et al ., ; Fryer & Vermunt, ).…”
Section: Introductionmentioning
confidence: 99%
“…The studies in this special issue primarily address learning at the university level (Catrysse et al ., ; Dinsmore & Zoellner, ; Fryer & Vermunt, ; Scheiter, Schubert, & Schüler, ). Parkinson and Dinsmore () address these issues with high school students, while Deekens, Greene, and Lobczowski () addresses the core questions with both university and high school students. Notably, each of these studies examines a specific learning situation or task, except for Fryer and Vermunt () who examine Japanese university students across an entire year.…”
Section: Introductionmentioning
confidence: 99%
“…Deekens et al ., approached this effort regulation through the lens of self‐regulated learning, while Fryer and Vermunt () examined it through the lens of Student Approaches to Learning. Viewed through the lens of the MDL, two of the studies examined how the role of domain and topic interest influenced metacognitive and cognitive processing (Dinsmore & Zoellner, ; Parkinson & Dinsmore, ).…”
Section: Introductionmentioning
confidence: 99%
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