What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies

Autor:	Rogiers, Amelie, Merchie, Emmelien, Van Keer, Hilde
Zdroj:	European Journal of Psychology of Education, 2020 Jun 01. 35(2), 315-332.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/48701363 Zobrazit plný text záznamu Full text from SpringerLink