Abstract
In this ethnographic interview study, college students' theory of note-taking emerged after 4 phases. The theory was confirmed in a 5th interview phase. The students' theory includes conclusions consistent with ones already in the note-taking literature, but also many insights into note-taking dynamics that have not been identified in previous research. The amalgamation of previous note-taking theory and empirical outcomes with the students' theory provides a more complete theory of self-regulated note-taking than existed previously.
Original language | English (US) |
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Pages (from-to) | 323-338 |
Number of pages | 16 |
Journal | Journal of Educational Psychology |
Volume | 86 |
Issue number | 3 |
DOIs | |
State | Published - Sep 1994 |
All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology