Student Profiles of Knowledge and Epistemic Beliefs: Changes and Relations to Multiple-Text Comprehension.

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The Multidimensional Knowledge in Text Comprehension framework (2021, background): “Certain studies explore the role of epistemic beliefs as well as prior knowledge (e.g., Baytelman et al., 2020; Ferguson & Bråten, 2013).”
Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, background): “As discussed in literature, it may be assumed that learning preferences interact with the specific learning situation, the scope of the tasks, and the learners’ resources (Ferguson & Braten, 2013).”
Educating Critical Thinkers (2016, background): “…better interpretation, evaluation, and integration of multiple texts, such as when people search the Internet for information to solve complex personal and professional issues (Bråten, Anmarkrud, Brandmo, & Strømsø, 2014; Bråten et al., 2013; Ferguson & Bråten, 2013; Strømsø & Bråten, 2009).”
Handbook of Epistemic Cognition (2016, unknown): “…which predicts the quality of written argumentative texts (Bråten, Anmarkrud, Brandmo, & Strømsø, 2014; Bråten, Ferguson, Strømsø, & Anmarkrud, 2013; Ferguson & Bråten, 2013; Mason & Scirica, 2006; Nussbaum, Sinatra, & Poliquin, 2008), and (b) certainty of knowledge, which negatively predicts…”