Elisabeth Stang Lund|Ivar Bråten|Christian Brandmo|Eva Wennås Brante|Helge I. Strømsø
Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue
University of Oslo|University of Oslo|University of Oslo|University of Oslo|University of Oslo
purpose study test hypothesized model specified direct indirect effects textual individual factors readers ability integrate information sources content reading multiple conflicting texts controversial socioscientific issue using path analytic approach sample 140 norwegian upper secondary school students found textual factor presentation format specifically whether read conflicting issue multiple texts single text affected sourcecontent integration directly well indirectly memory textual conflicts thus compared interacting single text interacting multiple texts improved students sourcing performance directly well indirectly individual factors prior knowledge gender affected sourcecontent integration directly prior knowledge also indirect effect mediated memory textual conflicts specifically students higher prior knowledge girls likely display better sourcing performance students lower prior knowledge boys prior knowledge also indirect positive effect sourcing via memory textual conflicts theoretical well educational implications findings discussed