Ivar Bråten

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Room 327
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Visiting address Sem Sælands vei 7 Helga Engs hus 0317 OSLO
Postal address Postboks 1092 Blindern 0317 OSLO
Other affiliations Faculty of Educational Sciences

Short vita Ivar Bråten

Education

  • Ph.D. in Educational Psychology, University of Oslo, 1990
  • M.A. in Educational Psychology, University of Oslo, 1980
  • B.A. in Social Science, University of Oslo, 1975

Academic positions

  • Professor of Educational Psychology, Institute for Educational Research, University of Oslo, 1997-present.
  • Professor of Special Education (part-time), Department of Teacher Education, Østfold University College, 2003-present.
  • Visiting Scholar, School of Educational Psychology and Pedagogy, Victoria University of Wellington, New Zealand, Fall 2013.
  • Visiting Scholar, Laboratoire Langage, Mémoire, et Développement Cognitif, Université de Poitiers, France, Spring 2010.
  • Visiting Scholar, Department of Psychology, College of Liberal Arts and Sciences, Northern Illinois University, USA, Fall 2006, Fall 2007, Fall 2008, Fall 2010, Fall 2011, Fall 2012, and Spring 2015.
  • Visiting Scholar, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, Spain, Spring 2006, Spring 2007, Spring 2008, Spring 2011, Spring 2012, and Fall 2014.
  • Visiting Scholar, Department of Educational Psychology, College of Education, University of Texas at Austin, USA, Fall 2003.
  • Associate Professor of Educational Psychology, Institute for Educational Research, University of Oslo, 1991-1997.
  • Research Fellow, Institute for Educational Research, University of Oslo, 1987-1991.

Program and project administration

  • Head of Project, Critical Reading and Learning in the 21st Century, 2013-present (University of Oslo, USD 22, 000; Norwegian Research Council, USD 1, 500, 000).
  • Member of the International Reading Literacy Expert Group for PISA 2018, 2014-present. 
  • Head of project, Multiple-Documents Literacy: Understanding, Assessing, and Improving Students’ Learning from Conflicting Information Sources, 2009-2012 (Norwegian Research Council, USD 1, 000, 000) (co-directed with Helge Strømsø) .
  • Advisor of project, Catalyzing comprehension through discussion and debate, 2010-2015 (Harvard University, USA. Funded by U.S. Department of Education’s Institute of Educational Sciences).
  • Coordinator of doctoral concentration in Language development, text comprehension, and literacy (National Graduate School in Educational Science), 2008-2014.
  • Head of Research Group on Text Comprehension—Development, Instruction, and Multiple Texts (TextDIM), 2007-present.
  • Head of Project, Learning in a Knowledge Society: Constructing Meaning from Multiple Information Sources, 2006-2008 (Norwegian Research Council, USD 1, 000, 000).
  • Head of Project, Epistemological Beliefs and the Reading of Multiple Texts, 2002-2005 (co-directed with Helge Strømsø).
  • Head of Project, Self-Regulated Learning and Text Comprehension (SRLTC), 2000-2005.
  • Head of Project, Strategic Learning Among College Students, 1996-2000 (co-directed with Bodil S. Olaussen).
  • Coordinator of the master program in educational-psychological counselling, Department of Educational Research, University of Oslo, 1997-2006.
Tags: Education, Comprehending and learning from text

Publications

¤ = Publications from the PISA+ project http://www.uv.uio.no/ils/forskning/prosjekter/pisa-pluss/

 

INTERNATIONAL PUBLICATIONS

 

Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (Eds.) (under contract). Handbook of multiple source use. New York: Routledge.

Salmerón, L., Gil, L., & Bråten, I. (under revision). "Think before printing”: Effects of reading real versus print-out versions of multiple documents on students’ sourcing and integrated  understanding. Contemporary Educational Psychology.

Strømsø, H.I., & Bråten, I. (under revision). Investigating prior topic beliefs and message valence in relation to students’ trust in research-based results about potential health        risks presented in popular media. Bulletin of Science, Technology, & Society.

Bråten, I., McCrudden, M.T., Stang Lund, E., Brante, E.W., & Strømsø, H.I. (in press). Task-oriented learning with multiple documents: Effects of topic familiarity, author     expertise, and content relevance on document selection, processing, and use. Reading Research Quarterly.

Andreassen, R., Jensen, M.S., & Bråten, I. (in press). Investigating self-regulated study strategies among postsecondary students with and without dyslexia: A diary method study. Reading and Writing: An Interdisciplinary Journal.

Bråten, I., Muis, K.R., & Reznitskaya, A. (in press). Teachers’ epistemic cognition in the context of dialogic practice: A question of calibration? Educational Psychologist.

Bråten, I., & Braasch, J.L.G. (in press). The role of conflict in multiple source use. In J.L.G. Braasch, I. Bråten, & M.T. McCrudden (Eds.), Handbook of multiple source use. New York: Routledge.

Bråten, I., Braasch, J.L.G., & Salmeron, L. (in press). Reading multiple and non-traditional texts. In E.B. Moje, P. Afflerbach, P. Enciso, & N.K. Lesaux (Eds.), Handbook of reading research (Vol. V). New York: Routledge.

Braasch, J.L.G., & Bråten, I. (in press). The Discrepancy-Induced Source Comprehension (D-ISC) model: Basic assumptions and preliminary evidence. Educational Psychologist.

Bråten, I., Lien, A., & Nietfeld, J. (in press). Examining the effects of task instructions to induce implicit theories of intelligence on a rational thinking task: A cross-cultural study. Zeitschrift für Psychologie.

Bråten, I., Stadtler, M., & Salmerón, L. (in press). The role of sourcing in discourse comprehension. In M.F. Schober, D.N. Rapp, & M.A. Britt (Eds.), Handbook of discourse processes (2nd ed.). New York: Routledge. 

Strømsø, H.I., Bråten, I., Stenseth, T. (2017). The role of students’ prior topic beliefs in recall and evaluation of information from texts on socio-scientific issues. Nordic Psychology, 69, 127-142.

Bråten, I., & Braasch, J.L.G. (2017). Key issues in research on students’ critical reading and learning in the 21st century information society. In C. Ng & B. Bartlett (Eds.), Improving reading and reading engagement in the 21st century: International research and innovations (pp. 77-98). Singapore: Springer.

Stang Lund, E., Bråten, I., Brante, E.W., & Strømsø, H.I. (2017). Memory for textual conflicts predicts sourcing when adolescents read multiple expository texts. Reading Psychology: An International Journal, 38, 417-437.

Trevors, G.J., Kendeou, P., Bråten, I., & Braasch, J.L.G. (2017). Adolescents’ epistemic profiles in the service of knowledge revision. Contemporary Educational Psychology, 49, 107-120.

Bråten, I., Johansen, R.-P., & Strømsø, H.I. (2017). Effects of different ways of introducing a reading task on intrinsic motivation and comprehension. Journal of Research in Reading, 40, 17-36.

Sandoval, W.A., Greene, J.A., & Bråten, I. (2016). Understanding and promoting thinking about knowledge: Origins, issues, and future directions of research on epistemic cognition. Review of Research in Education, 40, 457-496.

Bråten, I., Strømsø, H.I., & Andreassen, R. (2016). Sourcing in professional education: Do text factors make any difference? Reading and Writing: An Interdisciplinary Journal, 29, 1599-1628.

Bråten, I., Salmerón, L., & Strømsø, H.I. (2016). Who said that? Investigating the Plausibility-Induced Source Focusing assumption with Norwegian undergraduate readers. Contemporary Educational Psychology, 46, 253-262.

Stenseth, T., Bråten, I., & Strømsø, H.I. (2016). Investigating interest and knowledge as predictors of students’ attitudes towards socio-scientific issues. Learning and Individual Differences, 47, 274-280.

Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2016). Beliefs about justification for knowing when ethnic-majority and ethnic-minority students read multiple conflicting documents. Educational Psychology: An International Journal of Experimental Educational Psychology, 36, 638-657.

Bråten, I. (2016). Epistemic cognition interventions: Issues, challenges, and directions. In J.A Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 360-371). New York: Routledge.

Greene, J.A., Sandoval, W.A., & Bråten, I. (2016). An introduction to epistemic cognition. In J.A. Greene, W.A. Sandoval, & I. Bråten, (Eds.),  Handbook of epistemic cognition (pp. 1-15). New York: Routledge.

McCrudden, M.T., Stenseth, T., Bråten, I., & Strømsø, H.I.(2016). The effects of author expertise and content relevance on document selection: A mixed methods study. Journal of Educational Psychology, 108, 147-162.

Kendeou, P., Braasch, J.L.G., & Bråten, I. (2016). Optimizing conditions for learning: Situating refutations in epistemic cognition. Journal of Experimental Education, 84, 245-263.

Greene, J.A., Sandoval, W.A., & Bråten, I. (2016). Reflections and future directions. In J.A. Greene, W.A. Sandoval, & I. Bråten, I. (Eds.),  Handbook of epistemic cognition (pp. 495-510). New York: Routledge.

Greene, J.A., Sandoval, W.A., & Bråten, I. (Eds.) (2016). Handbook of epistemic cognition. New York: Routledge.

Bråten, I., Strømsø, H.I., & Ferguson, L.E. (2016). The role of epistemic beliefs in the comprehension of single and multiple texts. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Text and context (pp. 67-79). New York: Routledge.

Bråten, I., Braasch, J.L.G., Strømsø, H.I., & Ferguson, L.E. (2015). Establishing trustworthiness when students read multiple documents containing conflicting scientific evidence. Reading Psychology: An International Journal, 36, 315-349.

Bråten, I., & Ferguson, L.E. (2015). Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education, 50, 13-23.

Bråten, I., & Ferguson, L.E. (2014). Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement. Learning and Individual Differences, 36, 124-130.

Braasch, J.L.G., Bråten, I., Britt, M.A., Steffens, B., & Strømsø, H.I. (2014). Sensitivity to inaccurate argumentation in health news articles: Potential contributions of readers’ topic and epistemic beliefs. In D.N. Rapp & J.L.G. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (pp. 118-137). Cambridge, MA: MIT Press.

Strømsø, H.I., & Bråten, I. (2014). Students’ sourcing while reading and writing from multiple documents. Nordic Journal of Digital Literacy, 9, 92-111.

Bråten, I., Ferguson, L.E., Anmarkrud, Ø., Strømsø, H.I., & Brandmo, C. (2014). Modeling relations between students’ justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement. International Journal of Educational Research, 66, 1-12.

Braasch, J.L.G., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2014). Incremental theories of intelligence predict multiple-documents comprehension. Learning and Individual Differences, 31, 11-20.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences, 30, 64-74.

Steffens, B., Britt, M.A., Braasch, J.L.G., Strømsø, H.I., & Bråten, I. (2014). Memory for simple scientific arguments and their sources: Claim-evidence consistency matters. Discourse Processes, 51, 117-142.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2014). Student working with multiple conflicting documents on a science issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology, 84, 58-85.

Hagen, Å.M., Braasch, J.L.G., & Bråten, I. (2014). Relationships between spontaneous note-taking, self-reported strategies, and comprehension when reading multiple texts in different task conditions. Journal of Research in Reading, 37, 141-157.

Bråten, I., Anmarkrud, Ø., Brandmo, C., & Strømsø, H.I. (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction, 30, 9-24.

Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research, 62, 100-114.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education, 28, 879-902.

Andreassen, R., & Bråten, I. (2013). Teachers' source evaluation self-efficacy predicts their use of relevant source features when evaluating the trustworthiness of Web sources on special education. British Journal of Educational Technology, 44, 821-836.

Strømsø, H.I., & Bråten, I. (2013). Multiple documents literacy. In L. Meyer (Ed.), Oxford bibliographies in education. New York: Oxford University Press.

Strømsø, H.I., Bråten, I., Britt, M.A., & Ferguson, L.E. (2013). Spontaneous sourcing among students reading multiple documents. Cognition and Instruction, 31, 176-203.

Anmarkrud, Ø., McCrudden, M., Bråten, I., & Strømsø, H.I. (2013). Relevance judgments, strategy use, and written argumentation in multiple documents comprehension. Instructional Science, 41, 873-894.

Braasch, J.L.G., Bråten, I., Strømsø, H.I., Anmarkrud, Ø., & Ferguson, L.E. (2013). Promoting secondary school students’ evaluation of source features of multiple documents. Contemporary Educational Psychology, 38, 180-195.

Bråten, I., Ferguson, L.E., Anmarkrud, Ø., & Strømsø, H.I. (2013). Prediction of learning and comprehension when adolescents read multiple texts: The roles of word-level processing, strategic approach, and reading motivation. Reading and Writing: An Interdisciplinary Journal, 26, 321-348.

Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2013). The role of Internet-specific epistemic beliefs in laypersons' source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior, 29, 1193-1203.

Ferguson, L.E., & Bråten, I. (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction, 25, 49-61.

¤ Bråten, I., & Anmarkrud, Ø. (2013). Does naturally-occurring comprehension strategies instruction make a difference when students read expository text? Journal of Research in Reading, 36, 42-57.

Ferguson, L.E., Anmarkrud, Ø., Strømsø, H.I. , & Bråten, I. (2012). Profiles of epistemic beliefs and knowledge when reading multiple texts. In M. Cantoia, B. Colombo, A. Gaggioli, & B.G. De Marco (Eds.), Proceedings of the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition (pp. 34-35). Milan, Italy: EDUCatt.

¤ Anmarkrud, Ø., & Bråten, I. (2012). Naturally-occurring comprehension strategies instruction in ninth-grade language arts classrooms. Scandinavian Journal of Educational Research, 56, 591-623.

Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts. In J. van Aalst, K. Thompson, M.J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 1oth International Conference of The Learning Sciences (Vol 2, pp. 479-480). International Society of the Learning Sciences: Sydney, NSW, Australia.

Bråten, I., & Strømsø, H.I. (2012). Knowledge acquisition: Constructing meaning from multiple information sources. In N.S. Seel (Ed.), Encyclopedia of the sciences of learning (Part 11, pp. 1677-1680). Heidelberg: Springer.

Ferguson, L.E., Bråten, I., & Strømsø, H.I. (2012). Epistemic cognition and change when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22, 103-120.

Bråten, I. (2011). Personal epistemology in education. In V.G. Aukrust (Ed.), Learning and cognition in education (pp. 52-58). Oxford: Elsevier.

Bråten, I., & Strømsø, H.I. (2011). Measuring strategic processing when students read multiple texts. Metacognition and Learning, 6, 111-130.

Andreassen, R., & Bråten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21, 520-537.

Strømsø, H.I., & Bråten, I. (2011). Epistemic beliefs in higher education: Teachers’ beliefs and the role of faculty training programs. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology in teacher education. New York: Routledge.

Bråten, I., Gil, L., & Strømsø, H.I. (2011). The role of different task instructions and reader characteristics when learning from multiple expository texts. In M.T. McCrudden, J.P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text. Greenwich, CT: Information Age Publishing.

Strømsø, H.I., Bråten, I., & Britt, M.A. (2011). Do students' beliefs about knowledge and knowing predict their judgement of texts' trustworthiness? Educational Psychology: An International Journal of Experimental Educational Psychology, 31, 177-206.

Bråten, I., & Britt, M.A., Strømsø, H.I., & Rouet, J.-F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Towards an integrated model. Educational Psychologist, 46, 48-70.

Bråten, I., & Strømsø, H.I., & Salmeron, L. (2011). Trust and mistrust when students read multiple information sources about climate change. Learning and Instruction, 21, 180-192.

Bråten, I., & Strømsø, I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science, 38, 635-657.

Andreassen, R., & Bråten, I. (2010). Examining the prediction of reading comprehension on different multiple-choice texts. Journal of Research in Reading, 33, 263-283.

Salmeron, L., Gil, L., Bråten, I., & Strømsø, H.I. (2010). Comprehension effects of signalling relationships between documents in search engines. Computers in Human Behavior, 26, 419-426.

Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Summary versus argument tasks when working with multiple documents: Which is better for whom? Contemporary Educational Psychology, 35, 157-173.

Strømsø, H.I., & Bråten, I., & Britt, M.A. (2010). Reading multiple texts about climate change: The relationship between memory for sources and text comprehension. Learning and Instruction, 18, 513-527.

Strømsø, H.I., & Bråten, I. (2010). The role of personal epistemology in the self-regulation of Internet-based learning. Metacognition and Learning, 5, 91-111.

Bråten, I. (2010). Personal epistemology in education: Concepts, issues, and implications. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (Vol. 5, pp. 211-217). Oxford: Elsevier.

Strømsø, H.I., & Bråten, I. (2010). Learning from multiple information sources. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (Vol. 5, pp. 191-196). Oxford: Elsevier.

Bråten, I., Amundsen, A., & Samuelstuen, M.S. (2010). Poor readers—good learners: A study of dyslexic readers learning with and without text. Reading and Writing Quarterly: Overcoming Learning Difficulties, 26, 166-187.

Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Understanding and integrating multiple science texts: Summary tasks are sometimes better than argument tasks. Reading Psychology: An International Journal, 31, 30-68.

Bråten, I., & Strømsø, H.I. (2010). Effects of task instruction and personal epistemology on the understanding of multiple texts about climate change. Discourse Processes, 47, 1-31.

Bråten, I., Gil, L., Strømsø, H.I., & Vidal-Abarca, E. (2009). Personal epistemology across cultures: Exploring Norwegian and Spanish university students’ epistemic beliefs about climate change. Social Psychology of Education, 12, 529-560.

Strømsø, H.I., & Bråten, I. (2009). Beliefs about knowledge and knowing and multiple-text comprehension among upper secondary students. Educational Psychology: An International Journal of Experimental Educational Psychology, 29, 425-445.

Lervåg, A., Bråten, I., & Hulme, C. (2009). The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study. Developmental Psychology, 45, 764-781.

¤ Anmarkrud, Ø., & Bråten, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19, 252-256.

Bråten, I., Strømsø, H.I., & Britt, M.A. (2009). Trust matters: Examining the role of source evaluation in students’ construction of meaning within and across multiple texts. Reading Research Quarterly, 44, 6-28.

Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Effects of task, topic-specific personal epistemology, and prior knowledge on superficial and deep understanding of multiple texts. In J. Cañas (Ed.), Proceedings of the Workshop on Cognition and the Web: Information Processing, Comprehension, and Learning (pp. 133-138). Granada, Spain: University of Granada.

Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2008). Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33, 814-840.

Strømsø, H.I., Bråten, I., & Samuelstuen, M.S. (2008). Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding. Learning and Instruction, 18, 513-527.

Bråten, I., & Strømsø, H.I. (2008). Job values in professional education: The role of achievement goals. Scandinavian Journal of Educational Research, 52, 259-277.

Bråten, I. (2008). Personal epistemology, understanding of multiple texts, and learning within Internet technologies. In M.S. Khine (Ed.), Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures (pp. 351-376). New York: Springer.

Samuelstuen, M.S., Bråten, I., & Valås, H. (2007). Context effects in Norwegian 10th-gradestudents’ reports on learning strategies using the Cross-Curricular Competencies instrument. Scandinavian Journal of Educational Research, 51, 511-529.

Bråten, I., & Samuelstuen, M.S. (2007). Measuring strategic processing: Comparing task-specific self-reports with traces. Metacognition and Learning, 2, 1-20.

Samuelstuen, M.S., & Bråten, I. (2007). Examining the validity of self-reports on scales measuring students’ strategic processing. British Journal of Educational Psychology, 77, 351-378.

Bråten, I., & Olaussen, B.S. (2007). The motivational development of Norwegian nursing students over the college years. Learning in Health and Social Care, 6, 27-43.

Bråten, I., & Strømsø, H.I. (2006). Effects of personal epistemology on the understanding of multiple texts. Reading Psychology: An International Journal, 27, 457-484.

Bråten, I., & Strømsø, H.I. (2006). Constructing meaning from multiple information Sources as a function of personal epistemology: The role of text-processing strategies. Information Design Journal, 14, 56-67.

Bråten, I., & Strømsø, H.I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22, 1027-1042.

Bråten, I., & Strømsø, H.I. (2006). Predicting achievement goals in two different academic contexts: A longitudinal study. Scandinavian Journal of Educational Research, 50, 127-148.

Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2005). The relationship between Internet-specific epistemological beliefs and learning within Internet technologies. Journal of Educational Computing Research, 33, 141-171.

Bråten, I., & Strømsø, H.I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian post-secondary students. British Journal of Educational Psychology, 75, 539-565.

Bråten, I., & Olaussen, B.S. (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30, 359-396.

Samuelstuen, M.S., & Bråten, I. (2005). Decoding, knowledge, and strategies in comprehension of expository text. Scandinavian Journal of Psychology, 46, 107-117.

Olaussen, B.S., & Bråten, I. (2004). Development and change in motivational beliefs among Norwegian business administration students: A two-year longitudinal investigation of student motivational profiles. In H.W. Marsh, J. Baumert, G.E. Richards & U. Trautwein (Eds.), Self-concept, motivation, and identity: Proceedings of the Third International Biennial SELF Research Conference (pp. 751-759). The SELF Research Centre, University of Western Sydney, Australia.

Bråten, I., & Strømsø, H.I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 371-388.

Bråten, I., & Samuelstuen, M.S. (2004). Does the influence of reading purpose on self-reports of strategic text processing depend on students' topic knowledge? Journal of Educational Psychology, 96, 324-336.

Bråten, I., Samuelstuen, M.S., & Strømsø, H.I. (2004). Do students' self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use? Educational Psychology: An International Journal of Experimental Educational Psychology, 24, 231-247.

Strømsø, H.I., Bråten, I., & Samuelstuen, M.S. (2003). Students' strategic use of multiple sources during expository text reading: A longitudinal think-aloud study. Cognition and Instruction, 21, 113-147.

Bråten, I., & Strømsø, H.I. (2003). A longitudinal think-aloud study of spontaneous Strategic processing during the reading of multiple expository texts. Reading and Writing: An Interdisciplinary Journal, 16, 195-218

Bråten, I., Strømsø, H.I., & Olaussen, B.S. (2003). Self-regulated learning and the use of information and communication technology in Norwegian teacher education. In D.M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning (Vol. 3): Sociocultural influences and teacher education programs (pp. 199-221).Greenwich, CT: Information Age Publishing.

Olaussen, B.S., & Bråten, I. (2003). Norwegian student teachers’ beliefs about the social origins of their self-regulatory strategy use: Who were influential and in what way?  In I. Idalovichi (Ed.), Proceedings of the Fourth International Conference on Teacher Education. Tel Aviv: Mofet Institute.

Lervåg, A., & Bråten, I. (2002). Effects of memory load on word recognition: Are there dual-routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15, 233-259.

Strømsø, H.I., & Bråten, I. (2002). Norwegian law students' use of multiple sources while reading expository texts. Reading Research Quarterly, 37, 208-227.

Bråten, I., & Olaussen, B.S. (2000). Motivation in college: Understanding Norwegian college students' performance on the LASSI Motivation subscale and their beliefs about academic motivation. Learning and Individual Differences, 12, 177-187.

Olaussen, B.S., & Bråten, I. (1999). Students' use of strategies for self-regulated learning: Cross-cultural perspectives. Scandinavian Journal of Educational Research, 43, 409-432.

Bråten, I., Lie, A., Andreassen, R., & Olaussen, B.S. (1999). Leisure time reading and orthographic processes in word recognition among Norwegian third- and fourth-grade students. Reading and Writing: An Interdisciplinary Journal, 11, 65-88.

Bråten, I. (1998). Cognitive strategies in mathematics: I. On children's strategies for solving simple addition problems. Scandinavian Journal of Educational Research, 42, 5-24.

Bråten, I., Lie, A. & Andreassen, R. (1998). Explaining individual differences in reading: On the orthographic component of word recognition. Scandinavian Journal of Educational Research, 42, 391-401.

Bråten, I., & Olaussen, B.S. (1998). The relationship between motivational beliefs and Learning strategy use among Norwegian college students. Contemporary Educational Psychology, 23, 182-194.

Bråten, I., & Olaussen, B.S. (1998). The learning and study strategies of Norwegian first-year college students. Learning and Individual Differences, 10, 309-327.

Bråten, I., & Throndsen, I.S. (1998). Cognitive strategies in mathematics: II. Teaching a more advanced addition strategy to an eight-year-old girl with learning difficulties. Scandinavian Journal of Educational Research, 42, 151-175.

Olaussen, B.S., & Bråten, I. (1998). Identifying latent variables measured by the Learning and Study Strategies Inventory (LASSI) with Norwegian college students. Journal of Experimental Education, 67, 82-96.

Bråten, I., & Olaussen, B.S. (1998). Motivational beliefs and learning strategy use. In H. Nissen (Ed.), Transactions from the Royal Norwegian Society of Sciences and Letters, No 4 1998: Learning strategies and skill learning. Trondheim: Tapir.

Bråten, I. (1995). Spelling remediation: A systematic long-term approach to teaching spelling to an aphasic boy. Educational Psychology: An International Journal of Experimental Educational Psychology, 15, 69-87.

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Published Aug. 6, 2010 9:32 AM - Last modified July 5, 2017 5:59 PM