Helge I Stromso
Helge I Stromso
Professor of Education, University of oslo
Verified email at - Homepage
Cited by
Cited by
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
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
Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals
I Bråten, HI Strømsø
Contemporary educational psychology 29 (4), 371-388, 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
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
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
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
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
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
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
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
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
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
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
The role of personal epistemology in the self-regulation of internet-based learning
HI Strømsø, I Bråten
Metacognition and Learning 5, 91-111, 2010
Spontaneous sourcing among students reading multiple documents
HI Strømsø, I Bråten, MA Britt, LE Ferguson
Cognition and Instruction 31 (2), 176-203, 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
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
Measuring strategic processing when students read multiple texts
I Bråten, HI Strømsø
Metacognition and Learning 6, 111-130, 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
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