Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome

Schoor, Cornelia; Rouet, Jean-François; Artelt, Cordula; Mahlow, Nina; Hahnel, Carolin; Kroehne, Ulf; Goldhammer, Frank

doi:10.1016/j.lindif.2021.102018

Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome

Schoor, Cornelia; Rouet, Jean-François; Artelt, Cordula; Mahlow, Nina; ...
In: Learning and individual differences : a multidisciplinary journal in education. 88 (2021), May, 102018
DOI: 10.1016/j.lindif.2021.102018

Details

Faculty/Professorship:	Empirical Educational Research ; Longitudinal Educational Research ; Leibniz Institute for Educational Trajectories (LIfBi)
Author(s):	Schoor, Cornelia ; Rouet, Jean-François; Artelt, Cordula ; Mahlow, Nina ; Hahnel, Carolin; Kroehne, Ulf; Goldhammer, Frank
Title of the Journal:	Learning and individual differences : a multidisciplinary journal in education
ISSN:	1041-6080
Publisher Information:	Amsterdam [u.a.] : Elsevier Science
Year of publication:	2021
Volume:	88
Issue:	May, 102018
Language(s):	English
DOI:	10.1016/j.lindif.2021.102018
Peer Reviewed:	Ja
International Distribution:	Ja
Document Type:	Article
URI:	https://fis.uni-bamberg.de/handle/uniba/49925
Release Date:	20. May 2021
Project:	Prozessbasierte Diagnostik des Textverstehens mit multiplen Dokumenten (Multiple Documents Literacy) – Schwerpunkt pädagogisch-psychologische Prozessanalyse