Direct and Indirect Effects of Textual and Individual Factors on Source-Content Integration When Reading about a Socio-Scientific Issue

Autor/inn/en	Stang Lund, Elisabeth; Bråten, Ivar; Brandmo, Christian; Brante, Eva W.; Strømsø, Helge I.
Titel	Direct and Indirect Effects of Textual and Individual Factors on Source-Content Integration When Reading about a Socio-Scientific Issue
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 2, S.335-356 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bråten, Ivar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9868-z
Schlagwörter	Foreign Countries; Secondary School Students; Reading Comprehension; Information Sources; Critical Reading; Science and Society; Individual Differences; Prior Learning; Gender Differences; Memory; Difficulty Level; Text Structure; Norway + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Leseverstehen; Information source; Informationsquelle; Kritisches Lesen; Individueller Unterschied; Vorkenntnisse; Geschlechterkonflikt; Gedächtnis; Schwierigkeitsgrad; Textstruktur; Norwegen
Abstract	The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers' ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140 Norwegian upper secondary school students, it was found that the textual factor of presentation format, specifically whether they read about the conflicting issue in multiple texts or in a single text, affected source-content integration directly as well as indirectly through memory for textual conflicts. Thus, compared to interacting with a single text, interacting with multiple texts improved students' sourcing performance directly as well as indirectly. Further, the individual factors of prior knowledge and gender affected source-content integration directly, with prior knowledge also having an indirect effect that was mediated by memory for textual conflicts. Specifically, students with higher prior knowledge and girls were likely to display better sourcing performance than were students with lower prior knowledge and boys, and prior knowledge also had an indirect positive effect on sourcing via memory for textual conflicts. Theoretical as well as educational implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01