ABSTRACT
This chapter introduces a theoretical model conceptualizing students' multiple source use (MSU) during complex task performance as the result of both cognitive and behavioral and motivation factors. It refers to this model as the Cognitive Affective Engagement Model of Multiple Source Use (CAEM). The chapter considers salient features of prominent models of MSU. It discusses motivational and affective constructs with direct relevance to MSU. The chapter introduces the CAEM and provides a theoretically driven rationale for its development. It uses the CAEM as an explanatory paradigm for understanding empirical findings in the literature on single-text comprehension and MSU. The chapter discusses implications of the CAEM for learning in the 21st century. The composition of such a terse response is, of course, entirely understandable for students asked to complete a cognitively demanding task of little relevance or interest to them as part of a research study.
