Pub Date : 2021-07-03DOI: 10.1080/10790195.2021.1930938
Page Keller
{"title":"The Rowman & Littlefield Guide for Peer Tutors","authors":"Page Keller","doi":"10.1080/10790195.2021.1930938","DOIUrl":"https://doi.org/10.1080/10790195.2021.1930938","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2021.1930938","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48146291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/10790195.2021.1943940
S. Felber, Deena Vaughn, M. Carson
{"title":"A Note from the Editorial Team","authors":"S. Felber, Deena Vaughn, M. Carson","doi":"10.1080/10790195.2021.1943940","DOIUrl":"https://doi.org/10.1080/10790195.2021.1943940","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2021.1943940","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47888694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-03DOI: 10.1080/10790195.2021.1928567
D. V. Van Dam, James L. Eller, J. Swezey
ABSTRACT Federal service academy students participated in this transcendental phenomenological study regarding their experiences as peer tutors at military federal service academies. Outcomes from this article differ from those presented in the literature regarding civilian higher education peer tutors. The following research question provided the framework for this study: What outcomes were realized by participants during their peer tutoring experiences in this setting? Transition theory served as the theoretical framework as it postulates how one transitions during a change in one’s assumptive world. Moustakas’s transcendental phenomenological process was used to analyze data collected from interviews, focus groups, and journaling that revealed the tutoring experience enhanced participant leadership potential.
{"title":"Developing Leadership as a Federal Service Academy Peer Tutor","authors":"D. V. Van Dam, James L. Eller, J. Swezey","doi":"10.1080/10790195.2021.1928567","DOIUrl":"https://doi.org/10.1080/10790195.2021.1928567","url":null,"abstract":"ABSTRACT Federal service academy students participated in this transcendental phenomenological study regarding their experiences as peer tutors at military federal service academies. Outcomes from this article differ from those presented in the literature regarding civilian higher education peer tutors. The following research question provided the framework for this study: What outcomes were realized by participants during their peer tutoring experiences in this setting? Transition theory served as the theoretical framework as it postulates how one transitions during a change in one’s assumptive world. Moustakas’s transcendental phenomenological process was used to analyze data collected from interviews, focus groups, and journaling that revealed the tutoring experience enhanced participant leadership potential.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2021.1928567","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48662328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/10790195.2020.1867668
Eric J. Paulson, Amber L. Sarker, J. Reynolds, A. Cotman
ABSTRACT A state-wide educational policy change in Texas mandated that the exit levels of developmental reading and writing coursework in every public institution of higher education in the state be merged into one accelerated and integrated developmental reading and writing course. This project examined that curricular shift through the perspectives of the instructors of the new course structure. Through interviews with, and course materials from, 30 instructors from 28 community colleges we sought to understand how the curricular policy was addressed in practice, including in terms of how participants’ own instructional perspectives and approaches intersected with the new curricular structure. We describe several themes that arose from our analysis, paying particular attention to the issue of time.
{"title":"Instructors’ Voices: Experiences with State-Mandated Accelerated Integrated Developmental Reading and Writing Coursework in Texas Community Colleges","authors":"Eric J. Paulson, Amber L. Sarker, J. Reynolds, A. Cotman","doi":"10.1080/10790195.2020.1867668","DOIUrl":"https://doi.org/10.1080/10790195.2020.1867668","url":null,"abstract":"ABSTRACT A state-wide educational policy change in Texas mandated that the exit levels of developmental reading and writing coursework in every public institution of higher education in the state be merged into one accelerated and integrated developmental reading and writing course. This project examined that curricular shift through the perspectives of the instructors of the new course structure. Through interviews with, and course materials from, 30 instructors from 28 community colleges we sought to understand how the curricular policy was addressed in practice, including in terms of how participants’ own instructional perspectives and approaches intersected with the new curricular structure. We describe several themes that arose from our analysis, paying particular attention to the issue of time.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1867668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/10790195.2021.1903253
S. Felber, Deena Vaughn, M. Carson
Welcome to JCRL Issue 51.2. In this issue, we are excited to bring you five articles that cover a diverse range of topics in post-secondary literacy and learning. The articles highlighted are centered on teaching approaches and coaching strategies that are designed to help students eliminate obstacles to academic success. We hope you will enjoy these selections and look for ways to implement some of the ideas in your classrooms. As the conditions for academic reading change through technology and other elements of instruction, it becomes important to periodically reassess student and faculty attitudes toward reading. Tiffany Culver and Scott Hutchens do so in their article, “Toss the Text? An Investigation of Student and Faculty Perspectives on Textbook Reading.” They found a notable mismatch between faculty claims about the importance of reading and the limited degree of support and accountability that they provide. The authors conclude by suggesting some specific tools and strategies for increasing students’ reading compliance and ability. In “Expectations of Students Participating in Voluntary Peer Academic Coaching,” Dustin K. Grabsch, Ricardo A. Peña, and Krystal J. Parks investigate the demographics and goals of students in a peer academic coaching program. They use their findings, including a high proportion of international and first-generation students, to develop recommendations for the program’s outreach and training. Furthermore, they suggest that peer academic coaching programs at different institutions might conduct similar analysis in order to help them tailor their programs to student needs. Many of our readers will be aware of pushes across the United States to restructure developmental coursework. In “Instructors’ Voices: Experiences with State-Mandated Accelerated Integrated Developmental Reading and Writing Coursework in Texas Community Colleges,” Eric J. Paulson, Amber L. Sarker, Jessica Slentz Reynolds, and Ann Marie Cotman consider how instructors have responded to a new structure imposed in their state. By interviewing community college instructors on their experiences with Integrated Reading and Writing, they arrived at several themes, including the challenges posed by acceleration and opportunities for explicit connections between reading and writing. In “Prompting Readers to Plan Might Negatively Affect Their Comprehension of Multiple Documents,” Christian Tarchi studied the impact of prior beliefs on a reader’s ability to process multiple documents. In a quest to determine the relationship between the acquisition of new information on a controversial topic and prior beliefs, the author conducted a task-oriented study to compare the JOURNAL OF COLLEGE READING AND LEARNING 2021, VOL. 51, NO. 2, 79–80 https://doi.org/10.1080/10790195.2021.1903253
{"title":"A Note from the Editorial Team","authors":"S. Felber, Deena Vaughn, M. Carson","doi":"10.1080/10790195.2021.1903253","DOIUrl":"https://doi.org/10.1080/10790195.2021.1903253","url":null,"abstract":"Welcome to JCRL Issue 51.2. In this issue, we are excited to bring you five articles that cover a diverse range of topics in post-secondary literacy and learning. The articles highlighted are centered on teaching approaches and coaching strategies that are designed to help students eliminate obstacles to academic success. We hope you will enjoy these selections and look for ways to implement some of the ideas in your classrooms. As the conditions for academic reading change through technology and other elements of instruction, it becomes important to periodically reassess student and faculty attitudes toward reading. Tiffany Culver and Scott Hutchens do so in their article, “Toss the Text? An Investigation of Student and Faculty Perspectives on Textbook Reading.” They found a notable mismatch between faculty claims about the importance of reading and the limited degree of support and accountability that they provide. The authors conclude by suggesting some specific tools and strategies for increasing students’ reading compliance and ability. In “Expectations of Students Participating in Voluntary Peer Academic Coaching,” Dustin K. Grabsch, Ricardo A. Peña, and Krystal J. Parks investigate the demographics and goals of students in a peer academic coaching program. They use their findings, including a high proportion of international and first-generation students, to develop recommendations for the program’s outreach and training. Furthermore, they suggest that peer academic coaching programs at different institutions might conduct similar analysis in order to help them tailor their programs to student needs. Many of our readers will be aware of pushes across the United States to restructure developmental coursework. In “Instructors’ Voices: Experiences with State-Mandated Accelerated Integrated Developmental Reading and Writing Coursework in Texas Community Colleges,” Eric J. Paulson, Amber L. Sarker, Jessica Slentz Reynolds, and Ann Marie Cotman consider how instructors have responded to a new structure imposed in their state. By interviewing community college instructors on their experiences with Integrated Reading and Writing, they arrived at several themes, including the challenges posed by acceleration and opportunities for explicit connections between reading and writing. In “Prompting Readers to Plan Might Negatively Affect Their Comprehension of Multiple Documents,” Christian Tarchi studied the impact of prior beliefs on a reader’s ability to process multiple documents. In a quest to determine the relationship between the acquisition of new information on a controversial topic and prior beliefs, the author conducted a task-oriented study to compare the JOURNAL OF COLLEGE READING AND LEARNING 2021, VOL. 51, NO. 2, 79–80 https://doi.org/10.1080/10790195.2021.1903253","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2021.1903253","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41672443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-09DOI: 10.1080/10790195.2021.1887777
A. Sutherland, Sara Incera
ABSTRACT Critical reading requires a deep and active engagement with the text. The goal of this study was to empirically determine what critical reading skills faculty believe students should develop. We asked faculty to rate how useful they consider several critical reading behaviors and how often they model those behaviors in their classes. Faculty considered more complex skills (e.g., Applying) as more useful, while simpler skills (e.g., Skimming) were considered less useful. Importantly, faculty spent more time teaching the critical reading skills they identified as most useful. A better understanding of what critical reading means for faculty, and to what extent these opinions influence what is taught in the classroom, can help intervention efforts to improve critical reading skills in university settings.
{"title":"Critical Reading: What Do Faculty Think Students Should Do?","authors":"A. Sutherland, Sara Incera","doi":"10.1080/10790195.2021.1887777","DOIUrl":"https://doi.org/10.1080/10790195.2021.1887777","url":null,"abstract":"ABSTRACT Critical reading requires a deep and active engagement with the text. The goal of this study was to empirically determine what critical reading skills faculty believe students should develop. We asked faculty to rate how useful they consider several critical reading behaviors and how often they model those behaviors in their classes. Faculty considered more complex skills (e.g., Applying) as more useful, while simpler skills (e.g., Skimming) were considered less useful. Importantly, faculty spent more time teaching the critical reading skills they identified as most useful. A better understanding of what critical reading means for faculty, and to what extent these opinions influence what is taught in the classroom, can help intervention efforts to improve critical reading skills in university settings.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2021.1887777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42667371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-18DOI: 10.1080/10790195.2020.1867669
Elizabeth Kalbfleisch, E. Schmitt, R. Zipoli
ABSTRACT This article reports on a collaborative research project involving faculty in writing studies, communication disorders, and applied linguistics that sought to empirically describe the reading skills of students (N = 910) in freshman composition classes at one college and two universities in the northeast United States. The research team developed and administered a questionnaire that evaluated students’ reading abilities according to six categories: inferential ability, background knowledge, general comprehension, vocabulary, figurative language/jargon, and morphosyntactic structures (grammar/syntax). Our statistically significant results showed that students scored best in the categories of background knowledge and general comprehension, which are well researched in a college population. However, students struggled in categories such as figurative language/jargon and morpho-syntactic structures, which are not well researched in a college population. Further, comprehension seemed generally discrete (understanding specific points of an essay) rather than holistic (indicated by an ability synthesize those points into a general statement about the author’s thesis). These findings suggest that further empirical research in this area will help describe the reading skills of college students and consequently will inform the development of pedagogical approaches that more effectively address students’ current needs.
{"title":"Empirical Insights into College Students’ Academic Reading Comprehension in the United States","authors":"Elizabeth Kalbfleisch, E. Schmitt, R. Zipoli","doi":"10.1080/10790195.2020.1867669","DOIUrl":"https://doi.org/10.1080/10790195.2020.1867669","url":null,"abstract":"ABSTRACT This article reports on a collaborative research project involving faculty in writing studies, communication disorders, and applied linguistics that sought to empirically describe the reading skills of students (N = 910) in freshman composition classes at one college and two universities in the northeast United States. The research team developed and administered a questionnaire that evaluated students’ reading abilities according to six categories: inferential ability, background knowledge, general comprehension, vocabulary, figurative language/jargon, and morphosyntactic structures (grammar/syntax). Our statistically significant results showed that students scored best in the categories of background knowledge and general comprehension, which are well researched in a college population. However, students struggled in categories such as figurative language/jargon and morpho-syntactic structures, which are not well researched in a college population. Further, comprehension seemed generally discrete (understanding specific points of an essay) rather than holistic (indicated by an ability synthesize those points into a general statement about the author’s thesis). These findings suggest that further empirical research in this area will help describe the reading skills of college students and consequently will inform the development of pedagogical approaches that more effectively address students’ current needs.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1867669","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49291302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-11DOI: 10.1080/10790195.2021.1878073
Alexis McBride, Robert T. Jiménez
ABSTRACT Despite increasing enrollments of foreign-born students in US community colleges, extant research on serving the needs of linguistic minority (LM) learners in higher education is decidedly scarce. When LM learners enter post-secondary settings, they simultaneously inherit the burden of securing the academic resources needed to navigate college coursework; within the post-secondary domain, this burden typically takes the form of required remediation classes. In the field of basic writing, scholars have already called for the implementation of multilingual or translingual approaches to address language differences. In response to these calls for multi/translingual approaches, this study considers the potential utility of translanguaging pedagogy in basic writing instruction, as an equitable means of assisting LM learners as they transition to community college settings. Two bodies of literature are evaluated: (1) research on LM learners and their transition to post-secondary settings; (2) research involving post-secondary translanguaging studies. Applying a theoretical lens informed by practice-based views toward bilingualism, this study identifies key components of post-secondary translanguaging studies that might be useful to the design of a future study involving community college LM learners in remedial writing classes.
{"title":"Responding to the Call for Multi/Translingual Approaches to Writing Instruction: A Review of Recent Post-Secondary Translanguaging Studies","authors":"Alexis McBride, Robert T. Jiménez","doi":"10.1080/10790195.2021.1878073","DOIUrl":"https://doi.org/10.1080/10790195.2021.1878073","url":null,"abstract":"ABSTRACT Despite increasing enrollments of foreign-born students in US community colleges, extant research on serving the needs of linguistic minority (LM) learners in higher education is decidedly scarce. When LM learners enter post-secondary settings, they simultaneously inherit the burden of securing the academic resources needed to navigate college coursework; within the post-secondary domain, this burden typically takes the form of required remediation classes. In the field of basic writing, scholars have already called for the implementation of multilingual or translingual approaches to address language differences. In response to these calls for multi/translingual approaches, this study considers the potential utility of translanguaging pedagogy in basic writing instruction, as an equitable means of assisting LM learners as they transition to community college settings. Two bodies of literature are evaluated: (1) research on LM learners and their transition to post-secondary settings; (2) research involving post-secondary translanguaging studies. Applying a theoretical lens informed by practice-based views toward bilingualism, this study identifies key components of post-secondary translanguaging studies that might be useful to the design of a future study involving community college LM learners in remedial writing classes.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2021.1878073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45546138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-22DOI: 10.1080/10790195.2020.1867670
Miriam Moore
ABSTRACT This study examines the nature of metalinguistic awareness in first-year college writers enrolled in two-year degree programs, corequisite support courses, or both. Metalinguistic awareness is an ability to systematize knowledge about language and use that knowledge to monitor language as language. Participants in the study completed reading journals in which they were asked to articulate observations about language used in academic texts. Analysis of responses suggests the students in the study are more likely to address word choice and tone than syntax when attending to the language of a text. Despite relative lack of syntactic metalanguage in student responses, there is evidence of developing metalinguistic awareness. Results suggest a need for research in grammatical concept formation and pedagogy for first-year composition and integrated reading and writing instruction.
{"title":"Grammatical Concepts and Metalinguistic Awareness in First-Year College Writers: A Study of Reading Journals","authors":"Miriam Moore","doi":"10.1080/10790195.2020.1867670","DOIUrl":"https://doi.org/10.1080/10790195.2020.1867670","url":null,"abstract":"ABSTRACT This study examines the nature of metalinguistic awareness in first-year college writers enrolled in two-year degree programs, corequisite support courses, or both. Metalinguistic awareness is an ability to systematize knowledge about language and use that knowledge to monitor language as language. Participants in the study completed reading journals in which they were asked to articulate observations about language used in academic texts. Analysis of responses suggests the students in the study are more likely to address word choice and tone than syntax when attending to the language of a text. Despite relative lack of syntactic metalanguage in student responses, there is evidence of developing metalinguistic awareness. Results suggest a need for research in grammatical concept formation and pedagogy for first-year composition and integrated reading and writing instruction.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1867670","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-21DOI: 10.1080/10790195.2020.1867671
Anna C. Brady, Yeo-eun Kim, Jessica L. Cutshall
ABSTRACT College students do not study in isolated environments; rather, they encounter obstacles as they complete academic tasks. Using a qualitative approach, the present study explored the distractions and underlying causes students face as well as the strategies they use to control these distractions. Our findings suggested that students’ distractions, underlying causes, and strategies can be categorized into five themes. Four of these themes – cognition, motivation/affect, behavior, and context – have been well represented in prior self-regulated learning literature. The fifth theme, physiology, has not been well represented. We also identified the most common distractions (i.e., contextual), causes (i.e., motivational/affective), and strategies (i.e., contextual). Overall, our findings highlight the highly contextual nature of the obstacles college students encounter as they work toward their academic goals.
{"title":"The What, Why, and How of Distractions from a Self-Regulated Learning Perspective","authors":"Anna C. Brady, Yeo-eun Kim, Jessica L. Cutshall","doi":"10.1080/10790195.2020.1867671","DOIUrl":"https://doi.org/10.1080/10790195.2020.1867671","url":null,"abstract":"ABSTRACT College students do not study in isolated environments; rather, they encounter obstacles as they complete academic tasks. Using a qualitative approach, the present study explored the distractions and underlying causes students face as well as the strategies they use to control these distractions. Our findings suggested that students’ distractions, underlying causes, and strategies can be categorized into five themes. Four of these themes – cognition, motivation/affect, behavior, and context – have been well represented in prior self-regulated learning literature. The fifth theme, physiology, has not been well represented. We also identified the most common distractions (i.e., contextual), causes (i.e., motivational/affective), and strategies (i.e., contextual). Overall, our findings highlight the highly contextual nature of the obstacles college students encounter as they work toward their academic goals.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1867671","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45764313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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