Concurrent and Task-specific Self-reports

Authored by: Ivar Bråten , Joseph P. Magliano , Ladislao Salmerón

Handbook of Strategies and Strategic Processing

Print publication date:  February  2020
Online publication date:  January  2020

Print ISBN: 9781138389939
eBook ISBN: 9780429423635
Adobe ISBN:

10.4324/9780429423635-17

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Abstract

This chapter first presents theoretical models developed within educational psychology that highlight the important role of strategic processing. In particular, it discusses how strategic processing has been measured within these models. Based on a general definition of self-reports as utterances or answers to prompts or questions provided by individuals about their cognitions and actions during learning, comprehension, or problem solving, it then focuses on four different ways to assess strategic processing by means of self-reports. These are verbal protocol analysis, eye movement cued self-reports, task-specific self-report inventories, and diary methods. Each of these self-report methodologies is described, explained, illustrated, and problematized in the chapter, with particular attention to whether they produce results that can be trusted (i.e., validity issues). Finally, some issues regarding these methodologies that need to be addressed in future research are highlighted.

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