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

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
Type: Article
Release Date: 20. May 2021
Project: Prozessbasierte Diagnostik des Textverstehens mit multiplen Dokumenten (Multiple Documents Literacy) – Schwerpunkt pädagogisch-psychologische Prozessanalyse