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Summary versus Argument Tasks when Working with Multiple Documents: Which Is Better for Whom?
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Gil, Laura; Braten, Ivar; Vidal-Abarca, Eduardo; Stromso, Helge I. – Contemporary Educational Psychology, 2010
This article reports on two experiments where undergraduates read five documents on a scientific topic and afterwards answered comprehension questions and wrote either summaries or argument essays on the topic. In the first experiment, students who were instructed to work with the documents for the purpose of summarizing their contents displayed…
Descriptors: Reading Comprehension, Prior Learning, Persuasive Discourse, Undergraduate Students
Do Students' Beliefs about Knowledge and Knowing Predict Their Judgement of Texts' Trustworthiness?
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Stromso, Helge Ivar; Braten, Ivar; Britt, M. Anne – Educational Psychology, 2011
We examined whether epistemic beliefs predict students' evaluation of documents. Undergraduates read two texts on climate change. Participants judged the trustworthiness of each text and then indicated the criteria for their rating. We found that readers who believe strongly in relying on personal interpretations rather than on authorities trusted…
Descriptors: Foreign Countries, Undergraduate Students, Climate, Change
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts about Climate Change
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Braten, Ivar; Stromso, Helge I. – Discourse Processes: A Multidisciplinary Journal, 2010
In present-day knowledge societies, readers cannot understand complex issues without constructing meaning across multiple information sources. To what extent they are able to do so may depend on both characteristics of reading tasks and characteristics of readers themselves. In this study, 184 undergraduates read multiple texts about the complex…
Descriptors: Information Sources, Climate, Epistemology, Undergraduate Students
Measuring Strategic Processing when Students Read Multiple Texts
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Braten, Ivar; Stromso, Helge I. – Metacognition and Learning, 2011
This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing on strategic multiple-text processing in that specific task context. Two dimensions were…
Descriptors: Foreign Countries, Reading Comprehension, Science Materials, Reading Strategies
The Role of Personal Epistemology in the Self-Regulation of Internet-Based Learning
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Stromso, Helge I.; Braten, Ivar – Metacognition and Learning, 2010
The predictability of Internet-specific epistemic beliefs for self-regulated learning within Internet technologies was examined in a sample of 84 physics undergraduates. Dimensions of Internet-specific epistemic beliefs were found to explain unique variance in Internet-based search, help-seeking, and self-regulatory strategies, respectively.…
Descriptors: Self Efficacy, Prior Learning, Internet, Epistemology
Dimensions of Topic-Specific Epistemological Beliefs as Predictors of Multiple Text Understanding
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Stromso, Helge I.; Braten, Ivar; Samuelstuen, Marit S. – Learning and Instruction, 2008
In this study, we aimed to investigate whether different dimensions of topic-specific epistemological beliefs predict students' understanding of seven texts representing partly conflicting views on climate change. A sample of 157 undergraduates responded to questionnaires on prior knowledge and topic-specific epistemological beliefs before they…
Descriptors: Prior Learning, Climate, Epistemology, Higher Education