University students who choose e-textbooks report greater use of cognitive strategies than students who choose print textbooks¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Students who chose and used e-textbooks scored higher on the MSLQ cognitive strategy use subscale than students who chose and used traditional print textbooks, with eta squared = .07. → Amanda J. Rockinson-Szapkiw 2013

Evidence¶

Amanda J. Rockinson-Szapkiw 2013¶

Amanda J. Rockinson-Szapkiw, Jillian Wendt, and Rebecca Lunde. (2013). Electronic Versus Print Textbooks: The Influence of Textbook Format on University Students' Self-Regulated Learning Strategies, Motivation, and Text Anxiety. American Journal of Distance Education, 27(3), 179-188. https://doi.org/10.1080/08923647.2013.796230

q2 · i2 · associational · r1

Causal-comparative study of 538 undergraduates, masters, and doctoral students who self-selected textbook format; MSLQ subscales compared by format via MANOVA follow-up. E-textbook users scored higher on cognitive strategy use (M = 73.12 vs 66.25), with the printed effect size eta squared = .07 for F(1, 536) = 37.05.

"These results indicated that the students who chose and used e-textbooks were more likely to use cognitive strategies and self-regulation strategies than students who chose and used traditional print textbooks for their courses, F(1, 536) = 37.05, p > .001, eta squared = .07"

Discussion¶

Related Claims¶

• University students who choose e-textbooks report greater self-regulation of learning than students who choose print textbooks — related
• Textbook format choice produces a significant multivariate difference in university students' motivation and self-regulated learning scores — a broader claim this one bears on