Ivar Bråten

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Visiting address Sem Sælands vei 7 Helga Engs hus 0317 OSLO
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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

Professional experiences

  • 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 distinguished professor scholarship, Faculty of Psychology, University of Valencia, Spain, 2018-2019.
  • Visiting scientist scholarship, Department of Developmental Psychology and Socialization, University of Padova, Italy, Fall 2018.
  • 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, Fall 2014, Spring 2016, and Fall 2017, and Spring 2018.
  • 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).
  • Advisor and evaluator of project, Missions with Monty: A Game-Based Approach to Comprehension Monitoring with Information Science Text, 2018-present (North Carolina State University, USA. Funded by the National Science Foundation EHR Core program).
  • Member of the International Reading Literacy Expert Group for PISA 2018, 2014-2017. 
  • 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), 2007-2018.
  • 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

 

Salmeron, L., Gil, L., & Bråten, I. (under revision). Using eye-tracking to assess sourcing during multiple document reading: A critical analysis. Frontline Learning Research.

Andresen, A., Anmarkrud, Ø., & Bråten, I. (under revision). Investigating multiple source use among students with and without dyslexia. Reading and Writing: An Interdisciplinary Journal.

Anmarkrud, Ø., Andresen, A., & Bråten, I. (under revision). Cognitive load and working memory in multimedia learning: Conceptual and measurement issues. Educational Psychologist.

Brandmo, C., Bråten, I., & Schewe, O. (in press). Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students. Social Psychology of Education.

Bråten, I., Brante, E.W., & Strømsø, H.I. (in press). What really matters: The role of behavioral engagement in multiple document literacy tasks. Journal of Research in Reading.

Bråten, I., Brandmo, C., & Kammerer, Y. (in press). A validation study of the Internet-Specific Epistemic Justification Inventory with Norwegian pre-service teachers. Journal of Educational Computing Research.

Stang Lund, E., Bråten, I., Brandmo, C., Brante, E.W., & Strømsø, H.I. (in press). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and Writing: An Interdisciplinary Journal.

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.

Ferguson, L.E., & Bråten, I. (in press). Student teachers' beliefs about learning and teaching: A qualitative study. Teacher Education and Practice.

Bråten, I., McCrudden, M.T., Stang Lund, E., Brante, E.W., & Strømsø, H.I. (2018). Task-oriented learning with multiple documents: Effects of topic familiarity, author expertise, and content relevance on document selection, processing, and use. Reading Research Quarterly, 53, 345-365.

Lombard, J., Amadieu, F., Bråten, I., & van de Leemput, C. (2018). Reading multiple documents on tablet: Effects of applications and strategic guidance on performance and acceptance. In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration technologies: Design, development and technological innovation (pp. 157-169). New York: Springer.

Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (Eds.) (2018). Handbook of multiple source use. New York: Routledge.

Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (2018). Introduction to research on multiple source use. In J.L.G Braasch, I. Bråten, & M.T. McCrudden, M.T. (Eds.), Handbook of multiple source use (pp. 1-13). New York: Routledge.

Bråten, I., & Braasch, J.L.G. (2018). The role of conflict in multiple source use. In J.L.G. Braasch, I. Bråten, & M.T. McCrudden (Eds.), Handbook of multiple source use (pp. 184-201). New York: Routledge.

Brandmo, C., & Bråten, I. (2018). Investigating relations between beliefs about justification for knowing, interest, and knowledge across two socio-scientific topics. Learning and Individual Differences, 62, 89-97.

Braasch, J.L.G., McCrudden, M.T., & Bråten, I. (2018). Reflections and future directions. In J.L.G Braasch, I. Bråten, & M.T. McCrudden, M.T. (Eds.), Handbook of multiple       source use (pp. 527-538). New York: Routledge.

Salmerón, L., Gil, L., & Bråten, I. (2018). Effects of reading real versus print-out versions of multiple documents on students’ sourcing and integrated  understanding. Contemporary Educational Psychology, 52, 25-35

Bråten, I., Stadtler, M., & Salmerón, L. (2018). The role of sourcing in discourse comprehension. In M.F. Schober, D.N. Rapp, & M.A. Britt (Eds.), Handbook of discourse processes (2nd ed., pp. 141-166). New York: Routledge. 

Strømsø, H.I., & Bråten, I. (2017). Students’ trust in research-based results about potential health risks presented in popular media. Bulletin of Science, Technology, & Society, 37, 3-14.

Andreassen, R., Jensen, M.S., & Bråten, I. (2017). Investigating self-regulated study strategies among postsecondary students with and without dyslexia: A diary method study. Reading and Writing: An Interdisciplinary Journal, 30, 1891-1916.

Bråten, I., Muis, K.R., & Reznitskaya, A. (2017). Teachers’ epistemic cognition in the context of dialogic practice: A question of calibration? Educational Psychologist, 52, 253-269.

Braasch, J.L.G., & Bråten, I. (2017). The Discrepancy-Induced Source Comprehension (D-ISC) model: Basic assumptions and preliminary evidence. Educational Psychologist, 52, 167-181.

Bråten, I., Lien, A., & Nietfeld, J. (2017). Examining the effects of task instructions to induce implicit theories of intelligence on a rational thinking task: A cross-cultural study. Zeitschrift für Psychologie, 225, 146-156.

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.

Bråten, I. (1994). Learning to spell. Training orthographic problem-solving with poor spellers:  A strategy instructional approach. Oslo: Scandinavian University Press.

Bråten, I. (1993). Cognitive strategies: A multicomponential conception of strategy use and strategy instruction. Scandinavian Journal of Educational Research, 37, 217-242.

Bråten, I. (1992). Vygotsky as precursor to metacognitive theory: III. Recent metacognitive research within a Vygotskian framework. Scandinavian Journal of Educational Research, 36, 3-19.

Bråten, I. (1991). Vygotsky as precursor to metacognitive theory: II. Vygotsky as metacognitivist. Scandinavian Journal of Educational Research, 35, 305-320.

Bråten, I. (1991). Vygotsky as precursor to metacognitive theory: I. The concept of metacognition and its roots. Scandinavian Journal of Educational Research, 35, 179-192.

Published Aug. 6, 2010 9:32 AM - Last modified Aug. 14, 2018 4:05 PM