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Now showing items 1-10 of 10
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2023)
Although writing self-efficacy has been a productive line of research for several decades, no prior writing self-efficacy measure has focused on students’ self-efficacy for integrating information across multiple sources ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2023)
Abstract Background Previous research indicates that students lack sufficient online credibility evaluation skills. However, the results are fragmented and difficult to compare as they are based on different types of ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)
This study investigated the effects of a refutation text intervention on Norwegian teacher education students’ (n = 150) beliefs about justification for knowing and their subsequent performance on a multiple document ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)
Abstract
Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online evaluation tasks. This study extended current knowledge by ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2020)
Abstract
We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2019)
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
This study investigated whether memory for conflicting information predicted mental representation of source-content links (i.e., who said what) in a sample of 86 Norwegian adolescent readers. Participants read four texts ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
In this research, we investigated relationships between undergraduate students’ prior topic beliefs and their recall of the main conclusions from texts on controversial socio-scientific issues, to what extent students ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
Socioscientific issues receive considerable public attention and there are concerns that people in general are not able or willing to deal with information at odds with what they believe to be true. In this study, we focused ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2016)
The present study investigated to what extent encountering a textual claim that contradicts one’s prior beliefs may increase readers’ memory for the source of the information, such as the author or publication. A sample ...