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61.
Measuring strategic processing when students read multiple texts 总被引：1，自引：0，他引：1
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 identified through factor analysis:
one concerning the accumulation of pieces of information from the different texts and one concerning cross-text elaboration.
In a subsample of 71 students who were also administered measures of intratextual and intertextual comprehension after responding
to the strategy inventory, hierarchical multiple regression analysis indicated that self-reported accumulation of information
and cross-text elaboration explained variance in intertextual comprehension even after variance associated with prior knowledge
had been removed. 相似文献
62.
Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students’ decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one’s own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design (N?=?242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education. 相似文献
63.
We examined whether perceived self-efficacy moderated the relationship between performance goals and self-regulatory strategy use in two different samples of 178 and 108 Norwegian post-secondary students. Using multiple regression with interaction terms, we found that perceived self-efficacy moderated the relation between performance-avoidance goals and reported use of self-regulatory strategies for students in a competitive, performance-oriented context. Specifically, in that context, there seemed to be a negative effect of increased performance-avoidance goal orientation for students with high self-efficacy and a positive effect of increased performance-avoidance goal orientation for students with low self-efficacy. While the nature of this moderator effect is not consistent with what has previously been suggested by researchers using a goal orientation framework, our findings point to the importance of examining self-efficacy moderator effects in different study contexts. 相似文献
64.
In many situations, readers are asked to learn from multiple documents. Many studies have found that evaluating the trustworthiness and usefulness of document sources is an important skill in such learning situations. There has been, however, no direct evidence that attending to source information helps readers learn from and interpret a document's content. In this study we examined whether students' awareness of sources predicts their comprehension of documents, controlling for prior knowledge, interest and perceived comprehensibility of the texts. Participants read multiple texts that provided different perspectives on the causes and solutions of climate change. Deep comprehension was measured using both within-text and across-text inference verification tests. Source awareness was measured using a test of memory for sources. We found that memory for sources predicted both types of deep comprehension. These results, in combination with source training studies, suggest that improving students' sourcing skills may benefit their learning of text content. 相似文献
65.
Ivar Bråten Leila E. Ferguson Øistein Anmarkrud Helge I. Strømsø 《Reading and writing》2013,26(3):321-348
Sixty-five Norwegian 10th graders used the software Read&Answer 2.0 (Vidal-Abarca et al., 2011) to read five different texts presenting conflicting views on the controversial scientific issue of sun exposure and health. Participants were administered a multiple-choice topic-knowledge measure before and after reading, a word recognition task, and a reading motivation inventory that included two dimensions: Science reading self-efficacy, focusing on readers’ beliefs about their capabilities to comprehend what they read in science, and science reading task value, focusing on readers’ beliefs about how important, useful, and interesting it is to comprehend science texts. In addition, strategic reading pattern was assessed in terms of the degree of non-linear reading behavior. Multiple regression analysis showed that word recognition skills strongly predicted learning from the texts, as assessed by participants’ increase in topic knowledge. However, when multiple-text comprehension indicated by performance on open-ended short-essay questions was the dependent variable, not only word recognition but also strategic reading pattern and science reading self-efficacy emerged as unique predictors when topic knowledge was controlled for. Science reading task value was not related to performance. This study provides new evidence that new literacy competencies needed in a knowledge society, such as synthesizing or integrating across multiple conflicting sources of information, still largely involve word-level, strategic, and motivational processes that may profitably be targeted through systematic instruction. 相似文献
66.
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. 相似文献
67.
The state of the art of rural special education 总被引：1，自引：0，他引：1
D Helge 《Exceptional children》1984,50(4):294-305
68.
In this study, law students (n = 49) read multiple authentic documents presenting conflicting information on the topic of climate change and responded to
verification tasks assessing their superficial as well as their deeper-level within- and across-documents comprehension. Hierarchical
multiple regression analyses showed that even after variance associated with readers’ prior knowledge about the topic was
accounted for, their epistemic beliefs related to the simplicity of knowledge and the justification for knowing about climate
change uniquely predicted their comprehension performance. The findings are interpreted with reference to the strong emphasis
on multiple-documents literacy in the law degree program. 相似文献
69.
Summary versus argument tasks when working with multiple documents: Which is better for whom? 总被引：1，自引：0，他引：1
Laura Gil Ivar Bråten Eduardo Vidal-Abarca Helge I. Strømsø 《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 better comprehension and integration of document contents than did students instructed to construct arguments from the documents. In the second experiment, focusing on whether the effects of task instructions on multiple-documents comprehension and integration could be moderated by students’ prior knowledge, it was found that only students with high prior knowledge were able to take advantage of instructions to construct arguments while reading, whereas low-knowledge readers seemed to be more hindered than helped by such task instructions. Theoretical as well as educational implications of these findings are discussed. 相似文献
70.
A sample of 575 secondary school students aged 11–15 years was administered a checklist on experiences of bullying, then divided into groups of victims, witnesses and not exposed, and by gender. Participants completed the Strengths and Difficulties Questionnaire on psychosocial adjustment. Victims and witnesses completed another questionnaire on the extent to which they would endorse retaliation/vengeance and avoidance towards the perpetrator. Girls reported being victimised significantly more than boys. Amongst victims, boys scored higher than girls on desire for retaliation/vengeance and on externalising behaviours; girls scored higher on internalising behaviour. Experience of bullying victimisation, rather than merely witnessing it or not being exposed to it, was associated with internalising behaviours for both boys and girls. These measures of psychosocial adjustment were associated with the desire for retaliation/vengeance. Implications are discussed of the links between gender, exposure to bullying, reactions and psychosocial adjustment of secondary school children. 相似文献