Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context

Background A common approach to assessing students' integrated understanding of multiple documents is to analyse their post‐reading written reports. This study investigated to what extent writing self‐efficacy directly and indirectly (via integrative processing) contributed to multiple‐document...

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Vydáno v:	Journal of research in reading Ročník 48; číslo 1; s. 46 - 62
Hlavní autoři:	Bråten, Ivar, Haverkamp, Ymkje E., Latini, Natalia, Strømsø, Helge I.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Oxford Wiley Subscription Services, Inc 01.02.2025
Témata:	Ability College students Comprehension Documents Efficacy Evaluation Individual differences integrative processing Mediation multiple‐document comprehension multiple‐source‐based writing self‐efficacy Reading-writing relationship Self Efficacy Self evaluation Short term memory Student Evaluation Students Teaching Understanding working memory Writing Writing instruction
ISSN:	0141-0423, 1467-9817
On-line přístup:	Získat plný text
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