Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts

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A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “Bråten’s (Bråten et al., 2008) model was combined with Greene’s (Greene et al., 2008).”
Reading Into the Future: Competence for the 21st Century (2012, background): “…development, it is quite probable that readers possess certain nonfacilitative beliefs about knowledge and knowing that potentially hinder their attainment of competence, as has been found to varying degrees in other domains (Bråten et al., 2008; Muis, 2004; Schommer, 1990; VanSledright, 2002).”
Measuring strategic processing when students read multiple texts (2011, methodology): “Further information about the design and validity of the InterVT, as well as a number of sample items for both types of verification tasks used in the present study, are contained in prior work (Bråten et al. 2009; Bråten and Strømsø 2010; Bråten et al. 2008; Strømsø et al. 2008).”
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, methodology): “Further information about the design and validity of the InterVT, as well as a number of sample items for all the three types of verification tasks used in the present study, are contained in prior work (Bråten & Strømsø, in press; Bråten et al., 2008; Strømsø et al., 2008).”