Ivar Bråten|Eva Wennås Brante|Helge I. Strømsø
What really matters: The role of behavioural engagement in multiple document literacy tasks
University of Oslo|University of Oslo|University of Oslo
onehundred twentyseven norwegian uppersecondary school students completing college preparatory courses 41 female asked select texts wanted use order write letter editor socioscientific topic 60 students assigned topic climate change 67 students assigned topic nuclear power afterwards asked justify text selections read selected texts write letters editor across topics hierarchical multiple regression analyses showed students behavioural engagement selection justification reading writing tasks contributed performance reading comprehension topic knowledge topic interest specifically behavioural engagement selection justification tasks improved prediction contentbased sourcefeature based justifications text selection behavioural engagement reading writing tasks improved prediction content coverage content integration observed written products large effect sizes obtained behavioural engagement across two topics theoretical educational significance study discussed directions future research suggested