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Helge I. Strømsø

Helge I. Strømsø

D-Index & Metrics

Psychology

D-Index
47
Citations
8603
World Ranking
6188
National Ranking
46

Overview

Helge I. Strømsø is affiliated with the University of Oslo in Norway. Their research primarily spans the fields of psychology and social sciences, with a substantial focus on developmental and educational psychology. Their scholarly interest extends into subfields such as education, sociology and political science, artificial intelligence, and clinical psychology.

The core themes of Strømsø's work concentrate on educational strategies and epistemologies, reading and literacy development, innovative teaching and learning methods, and education and critical thinking development. Additional topics include child development and digital technology, misinformation and its impacts, as well as online and blended learning.

Strømsø has contributed multiple papers in reputable academic venues, with frequent publications in "Reading and Writing," where they have published three works, and "Contemporary Educational Psychology," with two publications. Other notable venues include "Education and Information Technologies," "Journal of Computer Assisted Learning," and "Reading Psychology."

Recent papers demonstrate a focus on credibility evaluation, reading comprehension, and the effects of the pandemic on student behavior. Selected recent publications include:

  • "Adolescents' credibility justifications when evaluating online texts," 2022, Education and Information Technologies
  • "Examining the structure of credibility evaluation when sixth graders read online texts," 2023, Journal of Computer Assisted Learning
  • "Students' time management and procrastination in the wake of the pandemic," 2022, Educational Psychology
  • "Epistemic justification in multiple document literacy: A refutation text intervention," 2022, Contemporary Educational Psychology
  • "Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts," 2024, Reading Psychology

Collaborative work forms an important part of Strømsø's research practice. Frequent coauthors include Ivar Bråten, Ymkje E. Haverkamp, Natalia Latini, Carita Kiili, and Eija Räikkönen.

Best Publications

  • The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

    Ivar Bråten;M. Anne Britt;Helge I. Strømsø;Jean-François Rouet

  • Trust Matters: Examining the Role of Source Evaluation in Students' Construction of Meaning Within and Across Multiple Texts

    Ivar Bråten;Helge I. Strømsø;M. Anne Britt

  • The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

    Ivar Bråten;Helge I. Strømsø

  • Epistemological Beliefs and Implicit Theories of Intelligence as Predictors of Achievement Goals.

    Ivar Bråten;Helge I. Strømsø

  • Trust and mistrust when students read multiple information sources about climate change

    Ivar Bråten;Helge I. Strømsø;Ladislao Salmerón

  • Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents

    Øistein Anmarkrud;Ivar Bråten;Helge I. Strømsø

  • Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities

    Ivar Bråten;Helge I. Strømsø

  • Reading multiple texts about climate change: The relationship between memory for sources and text comprehension

    Helge I. Strømsø;Ivar Bråten;M. Anne Britt

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

    Ivar Bråten;Helge I. Strømsø;Marit S. Samuelstuen

  • Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change

    Ivar Bråten;Helge I. Strømsø

  • Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension

    Ivar Bråten;Øistein Anmarkrud;Christian Brandmo;Helge I. Strømsø

  • Summary versus Argument Tasks when Working with Multiple Documents: Which Is Better for Whom?.

    Laura Gil;Ivar Bråten;Eduardo Vidal-Abarca;Helge I. Strømsø

  • Epistemic Cognition when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study.

    Leila E. Ferguson;Ivar Bråten;Helge I. Strømsø

  • The role of personal epistemology in the self-regulation of internet-based learning

    Helge I. Strømsø;Ivar Bråten

  • Promoting secondary school students’ evaluation of source features of multiple documents

    Jason L.G. Braasch;Ivar Bråten;Helge I. Strømsø;Øistein Anmarkrud

  • Spontaneous Sourcing among Students Reading Multiple Documents.

    Helge I. Strømsø;Ivar Bråten;M. Anne Britt;Leila E. Ferguson

  • Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills

    Eva Wennås Brante;Helge Ivar Strømsø

  • Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding

    Helge I. Strømsø;Ivar Bråten;Marit S. Samuelstuen

  • The role of Internet-specific epistemic beliefs in laypersons' source evaluations and decisions during Web search on a medical issue

    Yvonne Kammerer;Ivar Bråten;Peter Gerjets;Helge I. Strømsø

  • When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing

    Ivar Bråten;Helge I. Strømsø

  • Students' Strategic Use of Multiple Sources During Expository Text Reading: A Longitudinal Think-Aloud Study

    Helge I. Strømsø;Ivar Bråten;Marit S. Samuelstuen

Frequent Co-Authors

Ivar Bråten
Ivar Bråten University of Oslo
M. Anne Britt
M. Anne Britt Northern Illinois University
Paul van den Broek
Paul van den Broek Leiden University
Peter Gerjets
Peter Gerjets University of Tübingen

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