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The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model
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In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model incorporates epistemic beliefs into a theoretical framework for explaining multiple-text comprehension, specifying how and why different epistemic belief dimensions may be linked to the comprehension and integration of multiple texts. Also discussed is the need for further research concerning mediational mechanisms, causality, and generalizability.
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“Bråten et al. (2011) proposed that students with more sophisticated epistemic beliefs are more likely to activate and utilise metacognitive strategies, such as planning, monitoring, regulation and evaluation, when encountering conflicting information.”
From “ ChatGPT can make mistakes. Check important info.” Epistemic beliefs and metacognitive accuracy in students' integration of ChatGPT content into academic writing (2025) · cites this paper as Bråten et al. (2011)
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Self-citationThe Role of Conflict in Multiple Source Use
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Self-citation
Metadata
- Authors
- Bråten, I., Britt, M. A., Strømsø, H. I., & Rouet, J.-F.
- Affiliations
- University of Oslo (NO)
- Northern Illinois University (US)
- Centre National de la Recherche Scientifique (FR)
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2011-01-24
- Volume
- 46
- Issue
- 1
- Pages
- 48-70
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2085114967
- Cited by
- 346
- References
- 123
- Citations by year
- 2026: 13 · 2025: 22 · 2024: 24 · 2023: 21 · 2022: 30 · 2021: 20 · 2020: 29 · 2019: 29 · 2018: 18 · 2017: 30 · 2016: 32 · 2015: 22 · 2014: 16 · 2013: 18 · 2012: 11
- FWCI
- 36.11
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Educational Psychologist (publishedVersion)
- HAL (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- epistemological beliefs, multiple text comprehension, expository texts, reading comprehension, information integration, integrated model, source credibility
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