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“Reading Is Important,” but “I Don't Read”: Undergraduates’ Experiences With Academic Reading
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“Reading Is Important,” but “I Don't Read”: Undergraduates’ Experiences With Academic Reading (2019)“Reading Is Important,” but “I Don't Read…Critical reading in higher education: academic goals and social engagement (2025)Critical reading in higher ed…Academic Reading: Comparing Students’ and Faculty Perceptions of Its Value, Practice, and Pedagogy (2018)Academic Reading: Comparing S…Exploring the Reading Practices of Undergraduate Students (2017)Exploring the Reading Practic…Internet, Phone, Mail, and Mixed‐Mode Surveys (2014)Internet, Phone, Mail, and Mi…Why University Students Don't Read: What Professors Can Do To Increase Compliance (2012)Why University Students Don't…Reading Into the Future: Competence for the 21st Century (2012)Reading Into the Future: Comp…Handbook of Research on Learning and Instruction (2011)Handbook of Research on Learn…An Exploratory Analysis of Textbook Usage and Study Habits: Misperceptions and Barriers to Success (2010)An Exploratory Analysis of Te…The Importance of Teaching Academic Reading Skills In First-Year University Courses (2009)The Importance of Teaching Ac…Personal epistemology the psychology of beliefs about knowledge and knowing (2009)Personal epistemology the psy…Texts of Our Institutional Lives: Studying the “Reading Transition” from High School to College: What Are Our Students Reading and (2008)Texts of Our Institutional Li…Student Compliance with Assigned Reading: a case study (2006)Student Compliance with Assig…A Pedagogy of Force: Faculty Perspectives of Critical Thinking Capacity in Undergraduate Students (2006)A Pedagogy of Force: Faculty …Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness (2003)Qualitative content analysis …Qualitative Data Analysis: An Expanded Sourcebook (1994)Qualitative Data Analysis: An…Content Analysis: An Introduction to its Methodology. (1984)Content Analysis: An Introduc…ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Learning How to Learn (1984)Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (1996)Journal of University Teaching & Learning Practice (2013)Penggunaan Kahoot Sebagai Media Pembelajaran Berbasis Permaianan Sebagai Bentuk Variasi Pembelajaran (2020)Focus Groups: A Practical Guide for Applied Research (1989)Focus Groups: A Practical Guide for Applied Research (1989)The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)Reading to Learn or Learning to Read? Engaging College Students in Course Readings (2016)Use of a Social Annotation Platform for Pre-Class Reading Assignments in a Flipped Introductory Physics Class (2018)Qualitative evaluation and research methods (1990)Qualitative evaluation and research methods (1990)Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study (2013)How to plan and perform a qualitative study using content analysis (2016)Thought and language (1962)Self-efficacy mechanism in human agency. (1982)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension (2013)On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2017)Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy (2020)Scholarship Reconsidered: Priorities of the Professoriate (1992)Making the Most of College: Students Speak Their Minds (2002)My Freshman Year: What a Professor Learned by Becoming a Student (2005)Perception and performance in a flipped Financial Mathematics classroom (2018)Mind in Society: The Development of Higher Psychological Processes (1978)Self-Efficacy: The Exercise of Control (1999)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Implications for educational practice of the science of learning and development (2019)Three Approaches to Qualitative Content Analysis (2005)Using thematic analysis in psychology (2006)The qualitative content analysis process (2008)Understanding Student Differences (2005)Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)Teacher beliefs and technology integration (2012)Disclosure of sensitive behaviors across self-administered survey modes: a meta-analysis (2014)A Tale of Two Sample Sources: Do Results from Online Panel Data and Conventional Data Converge? (2018)Web Versus Other Survey Modes: An Updated and Extended Meta-Analysis Comparing Response Rates (2019)
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References

  • 1994Qualitative Data Analysis: An Expanded Sourcebook48,401 cited
  • 1984Content Analysis: An Introduction to its Methodology.24,312 cited
  • 2003Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness20,823 cited
  • 2014Internet, Phone, Mail, and Mixed‐Mode Surveys4,513 cited
  • 2009Personal epistemology the psychology of beliefs about knowledge and knowing1,644 cited
  • 2011Handbook of Research on Learning and Instruction930 cited
  • 2012Reading Into the Future: Competence for the 21st Century251 cited
  • 2010An Exploratory Analysis of Textbook Usage and Study Habits: Misperceptions and Barriers to Success162 cited
  • 2009The Importance of Teaching Academic Reading Skills In First-Year University Courses146 cited
  • 2012Why University Students Don't Read: What Professors Can Do To Increase Compliance143 cited
  • 2006A Pedagogy of Force: Faculty Perspectives of Critical Thinking Capacity in Undergraduate Students103 cited
  • 2017Exploring the Reading Practices of Undergraduate Students77 cited
  • 2008Texts of Our Institutional Lives: Studying the “Reading Transition” from High School to College: What Are Our Students Reading and73 cited
  • 2006Student Compliance with Assigned Reading: a case study71 cited

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  • 2025Critical reading in higher education: academic goals and social engagement61 cited
  • 2018Academic Reading: Comparing Students’ and Faculty Perceptions of Its Value, Practice, and Pedagogy53 cited
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