In this ethnographic interview study, college students' theory of note-taking emerged after 4 phases. The theory was confirmed in a 5th interview phase. The students' theory includes conclusions consistent with ones already in the note-taking literature, but also many insights into note-taking dynamics that have not been identified in previous research. The amalgamation of previous note-taking theory and empirical outcomes with the students' theory provides a more complete theory of self-regulated note-taking than existed previously.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology