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Ivar Bråten

Ivar Bråten

D-Index & Metrics

Psychology

D-Index
64
Citations
13351
World Ranking
3014
National Ranking
20

Overview

Ivar Bråten is affiliated with the University of Oslo in Norway. Their research spans the fields of Psychology and Social Sciences, with a particular focus on Developmental and Educational Psychology, Education, Sociology and Political Science, Experimental and Cognitive Psychology, and Information Systems.

The main areas of study for Bråten include Educational Strategies and Epistemologies, Reading and Literacy Development, Education and Critical Thinking Development, Innovative Teaching and Learning Methods, Visual and Cognitive Learning Processes, Online and Blended Learning, and Advanced Text Analysis Techniques.

Bråten has contributed extensively to academic literature, with publications primarily appearing in the following venues:

  • Reading and Writing
  • Contemporary Educational Psychology
  • Computers & Education
  • Instructional Science
  • Reading Research Quarterly

Among recent papers, the following are notable:

  • "Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study" (2020), Contemporary Educational Psychology
  • "The Role of Individual Differences in Sourcing: a Systematic Review" (2021), Educational Psychology Review
  • "The Role of Internet-Specific Justification Beliefs in Source Evaluation and Corroboration During Web Search on an Unsettled Socio-Scientific Issue" (2020), Journal of Educational Computing Research
  • "Effects of reading medium on the processing, comprehension, and calibration of adolescent readers" (2022), Computers & Education
  • "Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality" (2021), Reading and Writing

Bråten frequently collaborates with several researchers. The most common co-authors include:

  • Ymkje E. Haverkamp
  • Helge I. Strømsø
  • Natalia Latini
  • Ladislao Salmerón
  • Øistein Anmarkrud

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

  • Handbook of Epistemic Cognition

    Jeffrey A. Greene;William A. Sandoval;Ivar Bråten

  • 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

  • The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.

    Arne Lervag;Ivar Braten;Charles Hulme

  • 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

  • Motivation for Reading Comprehension.

    Øistein Anmarkrud;Ivar Bråten

  • 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

  • Profiling Individual Differences in Student Motivation: A Longitudinal Cluster-Analytic Study in Different Academic Contexts.

    Ivar Bråten;Bodil S. Olaussen

  • Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms

    Rune Andreassen;Ivar Bråten

  • Examining the prediction of reading comprehension on different multiple‐choice tests

    Rune Andreassen;Ivar Bråten

  • The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence

    Jason L. G. Braasch;Ivar Bråten

  • Decoding, knowledge, and strategies in comprehension of expository text.

    Marit S. Samuelstuen;Ivar Bråten

Frequent Co-Authors

Helge I. Strømsø
Helge I. Strømsø University of Oslo
M. Anne Britt
M. Anne Britt Northern Illinois University
Jeffrey A. Greene
Jeffrey A. Greene University of North Carolina at Chapel Hill
Panayiota Kendeou
Panayiota Kendeou University of Minnesota
Arne Lervåg
Arne Lervåg University of Oslo
Charles Hulme
Charles Hulme University of Oxford
Joseph P. Magliano
Joseph P. Magliano Georgia State University
Peter Gerjets
Peter Gerjets University of Tübingen
Krista R. Muis
Krista R. Muis McGill University
Paavo H.T. Leppänen
Paavo H.T. Leppänen University of Jyväskylä

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