The Extent to Which Psychology Students Read Textbooks: A Multiple Class Analysis of Reading across the Psychology Curriculum

By M. Clump, Heather Bauer, Catherine Bradley. 2004

193 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8cb04c54444f3c91437bae74821ef0e1d11a02a1

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1. Mary Hoeft
2. Kevin T. Stevens
3. N. Hill
4. Lori S. Cook
5. Thomas D. Berry
6. John Hilton III

Citations in the corpus

• An Exploratory Analysis of Textbook Usage and Study Habits: Misperceptions and Barriers to Success (2010, background): “Clump, Bauer, and Bradley (2004) found that students read an average of 27% of the assigned material prior to class and 70% prior to an exam, which corresponds to our results.”
• Why University Students Don't Read: What Professors Can Do to Increase Compliance. (2012, background): “Clump et al. (2004) found that reading compliance tripled when random quizzes were given, and the reading compliance rate of Ruscio’s students rose to 79% when students anticipated frequent unannounced quizzes.”
• Sink or Skim: Textbook Reading Behaviors of Introductory Accounting Students (2007, unknown): “Furthermore, reading strategies differ by discipline; 70 percent of students surveyed in an introductory psychology class completed the assigned readings (Clump et al. 2004) as opposed to 17 percent of students in introductory macroeconomics (Schneider 2001).”