Elementary school students’ strategic learning: does task-type matter?

Jonna Malmberg; Sanna Järvelä; Paul A. Kirschner

doi:10.1007/s11409-013-9108-5

Elementary school students’ strategic learning: does task-type matter?

Jonna Malmberg, Sanna Järvelä, Paul A. Kirschner

Research output: Contribution to journal › Article › Academic › peer-review

27 Citations (Web of Science)

84 Downloads (Pure)

Original language	English
Pages (from-to)	113-136
Number of pages	24
Journal	Metacognition and Learning
Volume	9
Issue number	2
Early online date	10 Nov 2013
DOIs	https://doi.org/10.1007/s11409-013-9108-5
Publication status	Published - Aug 2014

Keywords

Self-regulated learning
Learning strategy
Task understanding
Learning pattern
Logfile traces
gStudy
ill- and well-structured tasks

Access to Document

10.1007/s11409-013-9108-5

Elementary school students strategic learning - Does task-type matterAccepted author manuscript, 48.1 KB

Cite this

@article{1373d5e9ea7347efa8655bc92305936e,

title = "Elementary school students{\textquoteright} strategic learning: does task-type matter?",

keywords = "Self-regulated learning, Learning strategy, Task understanding, Learning pattern, Logfile traces, gStudy, ill- and well-structured tasks",

author = "Jonna Malmberg and Sanna J{\"a}rvel{\"a} and Kirschner, {Paul A.}",

year = "2014",

month = aug,

doi = "10.1007/s11409-013-9108-5",

language = "English",

volume = "9",

pages = "113--136",

journal = "Metacognition and Learning",

issn = "1556-1631",