Seventh‐graders' self‐regulatory note‐taking from text: Perceptions, preferences, and practices

Abstract Sixty‐six students in a middle school in England were administered a questionnaire that tapped their metacognitive awareness of note‐taking preferences and abilities. Students then were asked to provide a note‐taking sample from a core history text so that their practices could be examined in relation to their claims. The results indicate that even though students verbalized their metacognitive understandings with a fair degree of sophistication, they were far less proficient in their self‐regulated note‐taking practices.