| The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model I Bråten, MA Britt, HI Strømsø, JF Rouet Educational Psychologist 46 (1), 48-70, 2011 | 479 | 2011 |
| The relationship between epistemological beliefs, implicit theories of intelligence, and self‐regulated learning among Norwegian postsecondary students I Bråten, HI Strømsø British Journal of Educational Psychology 75 (4), 539-565, 2005 | 379 | 2005 |
| Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals I Bråten, HI Strømsø Contemporary educational psychology 29 (4), 371-388, 2004 | 377 | 2004 |
| Trust matters: Examining the role of source evaluation in students' construction of meaning within and across multiple texts I Bråten, HI Strømsø, MA Britt Reading Research Quarterly 44 (1), 6-28, 2009 | 371 | 2009 |
| Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents Ø Anmarkrud, I Bråten, HI Strømsø Learning and Individual Differences 30, 64-76, 2014 | 305 | 2014 |
| Trust and mistrust when students read multiple information sources about climate change I Bråten, HI Strømsø, L Salmerón Learning and Instruction 21 (2), 180-192, 2011 | 304 | 2011 |
| Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities I Bråten, HI Strømsø Computers in Human Behavior 22 (6), 1027-1042, 2006 | 294 | 2006 |
| Reading multiple texts about climate change: The relationship between memory for sources and text comprehension HI Strømsø, I Bråten, MA Britt Learning and Instruction 20 (3), 192-204, 2010 | 264 | 2010 |
| Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts I Bråten, HI Strømsø, MS Samuelstuen Contemporary Educational Psychology 33 (4), 814-840, 2008 | 256 | 2008 |
| Effects of task instruction and personal epistemology on the understanding of multiple texts about climate change I Bråten, HI Strømsø Discourse processes 47 (1), 1-31, 2009 | 246 | 2009 |
| Summary versus argument tasks when working with multiple documents: Which is better for whom? L Gil, I Bråten, E Vidal-Abarca, HI Strømsø Contemporary Educational Psychology 35 (3), 157-173, 2010 | 225 | 2010 |
| Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension I Bråten, Ø Anmarkrud, C Brandmo, HI Strømsø Learning and Instruction 30, 9-24, 2014 | 221 | 2014 |
| Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study LE Ferguson, I Bråten, HI Strømsø Learning and Instruction 22 (2), 103-120, 2012 | 215 | 2012 |
| Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding HI Strømsø, I Bråten, MS Samuelstuen Learning and Instruction 18 (6), 513-527, 2008 | 186 | 2008 |
| The role of personal epistemology in the self-regulation of internet-based learning HI Strømsø, I Bråten Metacognition and Learning 5, 91-111, 2010 | 185 | 2010 |
| Spontaneous sourcing among students reading multiple documents HI Strømsø, I Bråten, MA Britt, LE Ferguson Cognition and Instruction 31 (2), 176-203, 2013 | 174 | 2013 |
| When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing I Bråten, HI Strømsø Instructional Science 38, 635-657, 2010 | 172 | 2010 |
| The relationship between Internet-specific epistemological beliefs and learning within Internet technologies I BrÅten, HI StrØmsØ, MS Samuelstuen Journal of Educational Computing Research 33 (2), 141-171, 2005 | 168 | 2005 |
| Measuring strategic processing when students read multiple texts I Bråten, HI Strømsø Metacognition and Learning 6, 111-130, 2011 | 165 | 2011 |
| Comprehension processes in digital reading L Salmerón, HI Strømsø, Y Kammerer, M Stadtler, P Van den Broek Learning to read in a digital world, 91-120, 2018 | 164 | 2018 |
Ivar BråtenProfessor of Educational Psychology at the University of Oslo, Norway在 ped.uio.no 的电子邮件经过验证
