Helge Ivar Strømsø

• Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2026). Exploring students’ (mis)conceptions about ChatGPT-generated text: A qualitative study. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. 31(12), s. 4637–4658. doi: 10.1007/s10639-026-13938-w. Fulltekst i vitenarkiv Vis sammendrag

  With the advent of large language models (LLMs), a major concern has become how students can be taught artificial intelligence (AI) literacy. Arguably, a necessary starting point for teaching AI literacy is knowledge about students’ pre-existing understanding of how LLMs work and the output they generate. Therefore, the main purpose of this study was to explore students’ understanding of ChatGPT-generated text, that is, their understanding of the origin of ChatGPT’s information and of how ChatGPT uses that information in generating textual output. Two hundred sixty-seven Norwegian high-school students responded in writing to broad open-ended questions about these issues, and we used thematic analysis in qualitatively exploring their conceptions and misconceptions. Students held a range of adequate and adaptive conceptions regarding the sources, the output, the function, and the use of ChatGPT-generated text. However, they also held several misconceptions that may hamper constructive use of ChatGPT as a literacy and learning tool. In particular, there was considerable confusion regarding the information sources that ChatGPT draws on in generating text, with an overestimation of the general quality of those sources also associated with a tendency to put unwarranted trust in ChatGPT-generated textual output. Potential implications concern both the conceptualization of AI literacy and efforts to promote such literacy among students.

• Latini, Natalia; Bråten, Ivar & Strømsø, Helge Ivar (2026). Mind Over Model? Students' Evaluation and Use of ChatGPT‐Generated Versus Human‐Generated Texts. Reading Research Quarterly. ISSN 0034-0553. 61(1). doi: 10.1002/rrq.70087. Fulltekst i vitenarkiv Vis sammendrag

  This experimental study investigated how high‐school students judged the credibility of ChatGPT‐generated versus human‐generated texts on two different topics, as well as how they justified their text credibility judgments and used the texts in a post‐reading integrative writing task. Results showed that, across both topics, students judged the texts to be less credible when they were presented as generated by ChatGPT than when they were presented as generated by a human, and they also justified their credibility judgments more by referring to how the texts were generated when they were presented as generated by ChatGPT. However, on the post‐reading writing task, students reading ChatGPT‐generated texts displayed a more integrated understanding of the texts on the two topics than did students reading human‐generated texts. These findings may have not only theoretical but also practical implications, suggesting that although students may put less trust in model‐generated texts due to the way they are created, it may be possible to harness their critical stance toward such texts in the service of deeper and more integrated understanding of the issues discussed in the texts.

• Bråten, Ivar; Strømsø, Helge Ivar & Salmerón, Ladislao (2025). Learning From Multiple Representations: What Happens When an Informational Text Is Combined With an Ambiguous Graph? Reading Research Quarterly. ISSN 0034-0553. 60(4). doi: 10.1002/rrq.70043. Fulltekst i vitenarkiv Vis sammendrag

  This study addressed an issue relevant to information and research literacy: how students cope with the challenges of reading a one-sided informational text that is combined with ambiguous graphical information. The topic discussed in the text was the impact of digitalization on students' reading comprehension, and 120 university students were randomly assigned to reading a version of the text arguing that digitalization has had a positive impact or a version of the text arguing that digitalization has had a negative impact. It was found that students largely ignored or gave a distorted interpretation of the ambiguous graph in postreading written reports about the topic, seldom integrating the ambiguous graph in their written reports by trying to reconcile the text–graph information or taking a critical stance toward the textual information. Furthermore, when reproducing the ambiguous graph from memory, students' reproductions were strongly biased in the direction of the textual argument that they read. Students' prior beliefs about the topic did not moderate the effects of the textual argument on their written reports or their graph reproductions, with the textual argument influencing how they considered (or did not consider) the ambiguous graph in their written reports and their graph reproductions independent of their topic beliefs. Students' tendency to disregard the ambiguity of the graph and uncritically rely on the textual information alone may raise concerns because the development of information and research literacy requires that students learn to take data presentations that challenge strong one-sided textual interpretations of research findings into consideration.

• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2025). Investigating direct and indirect relationships between writing self-efficacy, integrative processing and integrated understanding in a multiple-document context. Journal of Research in Reading. ISSN 0141-0423. 48(1), s. 46–62. doi: 10.1111/1467-9817.12475. Fulltekst i vitenarkiv Vis sammendrag

  Background A common approach to assessing students' integrated understanding of multiple documents is to analyse their post-reading written reports. This study investigated to what extent writing self-efficacy directly and indirectly (via integrative processing) contributed to multiple-document comprehension as assessed with an integrative writing task. Methods A sample of Norwegian university students (n = 67) read four documents on a controversial socio-scientific issue and afterwards wrote reports on the issue without access to the documents. Multiple-document comprehension was assessed in terms of how well the reports reflected an elaborated and integrated understanding of the four documents' content. A mediation analysis was conducted with students' working memory as a covariate, their confidence in their ability to write a text that integrated content from multiple source documents as a predictor, self-reports of their integrative processing during reading as a mediator and multiple-document comprehension as an outcome variable. Results There was an indirect relationship between multiple-document-based writing self-efficacy and multiple-document comprehension via integrative processing. However, no direct relationship between writing self-efficacy and multiple-document comprehension was found. The covariate of working memory uniquely adjusted students' multiple-document comprehension. Conclusions In the context of written assessment of multiple-document comprehension, multiple-document-based writing self-efficacy and multiple-document comprehension were indirectly related via integrative processing during reading. The results indicate that not only reading-related but also writing-related individual differences may come into play when multiple-document comprehension is assessed with an integrative writing task.

• Bråten, Ivar; Jørstad, Oscar Skovdahl; Anmarkrud, Øistein & Strømsø, Helge Ivar (2025). Does reading still make you smarter? It depends. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-025-10668-2. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this path-analytic study was to compare the predictability of reading experience operationalized as author recognition with the predictability of reading experience operationalized as the recognition of different types of websites for students’ verbal ability. Additionally, we investigated whether these measures predicted students’ verbal ability not only directly but also indirectly via their reading comprehension skills. As relevant control variables, we included students’ word recognition skills and their attitude toward reading. Results showed a direct positive effect of reading comprehension skills on verbal ability. There were also direct positive effects of reading experience operationalized as author recognition and reading experience operationalized as recognition of websites with news and cultural content on verbal ability. Thus, the better participants’ reading comprehension skills and the more experience they had reading books in print and news and cultural content on the web, the higher their verbal ability scores. Reading experience operationalized as author recognition and reading experience operationalized as recognition of websites with news and cultural content also had direct positive effects on reading comprehension, and author recognition had an indirect positive effect on verbal ability via reading comprehension. The recognition of websites with entertainment and social media content did not have any direct or indirect effects on verbal ability. These results suggest that experiences with reading printed books and websites containing news and cultural content may promote both reading comprehension skills and verbal ability, whereas web-based reading experiences with entertainment and social media content may not have such positive cognitive consequences

• Fostervold, Knut Inge; Reme, Silje Endresen; Strømsø, Helge Ivar & Ludvigsen, Sten Runar (2024). Relationships between study conditions, stress, and perceived health: Studying at university after the COVID-19 lockdown. I McCarthy, Christopher J.; Lynch, R. Jason & DiDonato, Stephen (Red.), Research on College Stress and Coping Implications From the COVID-19 Pandemic and Beyond. Information Age Publishing. ISSN 9798887307329. s. 109–134. Fulltekst i vitenarkiv
• Carita, Kiili; Strømsø, Helge Ivar; Bråten, Ivar; Ruotsalainen, Jenni & Räikkönen, Eija (2024). Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts. Reading Psychology. ISSN 0270-2711. s. 1–28. doi: 10.1080/02702711.2024.2351485. Fulltekst i vitenarkiv Vis sammendrag

  This study sought to understand how well students (n = 274; Mage = 12.45) were able to identify the author, the main claim, and the supporting evidence (identification performance) and to justify the author’s expertise, the author’s benevolence, and the quality of the evidence (justification performance) while reading multiple online texts. The study also examined the contribution of prior topic knowledge and basic reading skills (word recognition and reading comprehension) to students’ identification and justification performance. Students read two more and two less credible online texts about sugar effects on health. After reading each text, they responded to multiple-choice items that measured the identification and justification performance. Justifying credibility seemed more challenging for students than identifying the claim, evidence, and author. Word recognition and reading comprehension were statistically significant predictors of identification performance, whereas prior knowledge and reading comprehension were statistically significant predictors of justification performance. The findings offer new insights into the relationship between basic reading skills and credibility evaluation that can inform both theory and instruction.

• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2024). Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? Contemporary Educational Psychology. ISSN 0361-476X. 77. doi: 10.1016/j.cedpsych.2024.102271. Fulltekst i vitenarkiv Vis sammendrag

  Media multitasking refers to simultaneous engagement in two activities, or the act of switching between multiple activities, of which at least one is a media activity. Based on this definition, we had 134 Norwegian undergraduates read four partly conflicting documents on sun exposure and health on a computer in order to write a report on the issue, with half of the participants (randomly assigned) receiving and reading short, authentic social media messages on a smartphone while reading the documents, and the other half reading the documents without being sent any such messages. Further, we manipulated what participants did after reading each document paragraph, with half of the participants (randomly assigned) briefly summarizing the main idea of each paragraph in writing, and the other half just rereading each paragraph. Participants’ integrative processing (i.e., cross-text elaboration strategies) were assessed with a task-specific self-report measure immediately after reading all four documents, and their comprehension of the documents was assessed by analyzing their written reports in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results indicated that social media multitasking on a smartphone disturbed both the integrative processing and the integrated understanding of the documents, with main idea summarization mitigating or counteracting these negative effects of multitasking. However, when controlling for working memory, reading comprehension skills, and prior knowledge, integrative processing was not found to mediate the effect of multitasking on integrated understanding of the documents. Limitations of the present study and directions for future research are discussed.

• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2024). Behavioral Engagement Mediates the Relationship Between Main Idea Summarization and Multiple Document Comprehension. Literacy Research and Instruction. ISSN 1938-8071. s. 1–20. doi: 10.1080/19388071.2024.2414027. Fulltekst i vitenarkiv Vis sammendrag

  This study examined direct and indirect relationships between main idea summarization and multiple document comprehension when university students read four conflicting documents on the controversial socio-scientific issue of sun exposure and health. Main idea summarization was measured by having participants summarize the main idea of each paragraph in writing when reading the documents, and participants’ multiple document comprehension was measured by analyzing their post-reading written reports about the issue in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results showed that paragraph main idea summarization uniquely predicted multiple document comprehension when variance associated with reading comprehension skills and prior knowledge were controlled for. Moreover the relationship between main idea summarization and multiple document comprehension was partially mediated by participants’ behavioral engagement during the written comprehension assessment, which was operationalized as the extent of their written responses. Theoretical interpretations and practical implications of these findings are discussed.

• Strømsø, Helge Ivar (2023). Does students’ exposure to websites moderate the positive relationship between print exposure and text comprehension? Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-023-10468-6. Fulltekst i vitenarkiv Vis sammendrag

  Abstract In this study, I investigated the print exposure and website exposure of undergraduates in relation to their scores on a text comprehension test. Print exposure was measured with a national version of the author recognition test, whereas a new website recognition test was developed to measure students’ exposure to texts on the internet. The participants’ reading attitudes and number of years in higher education were included as control variables. Exploratory factor analysis suggested that three factors are measured by the website recognition test: (1) lifestyle topics; (2) news and culture; and (3) social activity. The results showed that only print exposure predicted text comprehension significantly and positively, but not for students with a high score on the website recognition test. Moderation analyses indicated that the pattern was clearest for the social activity factor of the website recognition measure. Hence, high activity on social media seems to diminish or remove the positive relationship between print exposure and text comprehension. The results confirm that print exposure relates positively to important aspects of students’ literacy, while further studies should be carried out to investigate the potential negative relationship between website exposure and literacy.

• Kiili, Carita Päivi Susanna; Räikkönen, Eija; Bråten, Ivar; Strømsø, Helge Ivar & Hagerman, Michelle Schira (2023). Examining the structure of credibility evaluation when sixth graders read online texts. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. doi: 10.1111/jcal.12779. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Background Previous research indicates that students lack sufficient online credibility evaluation skills. However, the results are fragmented and difficult to compare as they are based on different types of measures and indicators. Consequently, there is no clear understanding of the structure of credibility evaluation. Objectives The present study sought to establish the structure of credibility evaluation of online texts among 265 sixth graders. Methods Students' credibility evaluation skills were measured with a task in which they read four online texts, two more credible (a popular science text and a newspaper article) and two less credible (a layperson's blog text and a commercial text). Students read one text at a time and evaluated the author's expertise, the author's benevolence and the quality of the evidence before ranking the texts according to credibility. Four competing measurement models of students' credibility evaluations were assessed. Results The model termed the Genre‐based Confirming‐Questioning Model reflected the structure of credibility evaluation best. The results suggest that credibility evaluation reflects the source texts and requires two latent skills: confirming the more credible texts and questioning the less credible texts. These latent skills of credibility evaluation were positively associated with students' abilities to rank the texts according to credibility. Implications The study revealed that the structure of credibility evaluation might be more complex than previously conceptualized. Consequently, students would benefit from activities that ask them to carefully analyse different credibility aspects of more and less credible texts, as well as the connections between these aspects.

• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). Measuring multiple-source based academic writing self-efficacy. Frontiers in Psychology. 14, s. 1–12. doi: 10.3389/fpsyg.2023.1212567. Fulltekst i vitenarkiv Vis sammendrag

  Although writing self-efficacy has been a productive line of research for several decades, no prior writing self-efficacy measure has focused on students’ self-efficacy for integrating information across multiple sources when producing an academic text. To fill this gap in existing research on the measurement of writing motivation, we designed a measure targeting the extent to which students are confident that they can write an academic text that integrates content from several different sources. In a study with Norwegian undergraduate students ( n  = 136), this measure, which we called the Multiple-Source based Academic Self-Efficacy Scale (MAWSES), was validated by means of confirmatory factor analysis and relationships between the resulting unitary construct and other relevant constructs. The findings provided evidence concerning the reliability and validity of the MAWSES. In future research, this measure could be included as an independent variable to predict processes and products of multiple-source based, integrated academic writing, as a moderator or mediator of effects in writing intervention research, or as an outcome variable in its own right.

• Strømsø, Helge Ivar & Bråten, Ivar (2022). Multiple Documents Literacy: Theory, Research, and Application. I Faircloth, Susan C. (Red.), Oxford Bibliographies in Education. Oxford University Press. ISSN 9780199756810. doi: 10.1093/OBO/9780199756810-0092. Fulltekst i vitenarkiv
• Fostervold, Knut Inge; Ludvigsen, Sten Runar & Strømsø, Helge Ivar (2022). Students’ time management and procrastination in the wake of the pandemic. Educational Psychology. ISSN 0144-3410. doi: 10.1080/01443410.2022.2102582. Fulltekst i vitenarkiv Vis sammendrag

  On March 12, 2020, Norwegian universities closed campus areas and reorganised teaching to digital environments due to the COVID-19 pandemic. In a sample of 8,907 university students, we investigated how aspects of students’ self-regulation were affected by their motivation, perceived stress, working conditions, and remote teaching offered in the new and challenging situation. Specifically, we assumed that self-regulation in terms of time management, procrastination, effort regulation, and time for independent studies might be affected. Analyses based on structural equation modelling (SEM) showed that motivation significantly positively predicted time management and effort regulation and that procrastination negatively predicted time management and effort regulation. Students’ perceived stress increased both procrastination and independent study time, whereas remote teaching only weakly reduced procrastination. Students’ physical working conditions slightly affected time management. An important finding of the study is the minor impact of students’ attendance of remote classes on self-regulation.

• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Epistemic Justification in Multiple Document Literacy: A Refutation Text Intervention. Contemporary Educational Psychology. ISSN 0361-476X. 71, s. 1–19. doi: 10.1016/j.cedpsych.2022.102122. Fulltekst i vitenarkiv Vis sammendrag

  This study investigated the effects of a refutation text intervention on Norwegian teacher education students’ (n = 150) beliefs about justification for knowing and their subsequent performance on a multiple document literacy task. Participants were randomly assigned to one of three conditions in which they read a refutation text that promoted the conception that an appropriate way to judge the trustworthiness of information about educational topics is to rely on personal understanding and practical experience, the expertise of the author, or comparison of multiple sources. Results showed that participants’ beliefs about epistemic justification were strongly influenced by the intervention. Beyond effects on self-reported justification beliefs, effects on participants’ selection of documents varying in terms of the expertise of the author and the stance toward the issue discussed across the documents were observed, as well as effects on how participants justified their document selections, processed the selected documents, and finally used them in their written task products. As such, the effects of the intervention targeting beliefs about epistemic justification transferred to various stages of the multiple document task.

• Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle Schira; Räikkönen, Eija & Jyrkiäinen, Anne (2022). Adolescents’ credibility justifications when evaluating online texts. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. doi: 10.1007/s10639-022-10907-x. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online evaluation tasks. This study extended current knowledge by examining students’ abilities to justify the credibility of online texts from different perspectives, thus providing a more nuanced understanding of students’ credibility evaluation ability. We examined how upper secondary school students (N = 73; aged 16 to 17) evaluated author expertise, author intention, the publication venue, and the quality of evidence when reading four texts about the effects of sugar consumption in a web-based environment. Additionally, we examined how students’ prior topic knowledge, Internet-specific justification beliefs, and time on task were associated with their credibility justifications. Students evaluated author expertise, author intention, the venue, and the quality of evidence for each text on a six-point scale and provided written justifications for their evaluations. While students’ credibility evaluations were quite accurate, their credibility justifications lacked sophistication. Inter-individual differences were considerable, however. Regression analysis revealed that time on task was a statistically significant unique predictor of students’ credibility justifications. Instructional implications are discussed.

• Strømsø, Helge Ivar; Bråten, Ivar & Brante, Eva Wennås (2020). Profiles of warm engagement and cold evaluation in multiple-document comprehension. Reading and writing. ISSN 0922-4777. 33, s. 2337–2359. doi: 10.1007/s11145-020-10041-5. Fulltekst i vitenarkiv Vis sammendrag

  Abstract We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard to multiple-document use were examined. The profile groups were partly consistent with the default stances described by the cognitive-affective engagement model of multiple-source use (List & Alexander, 2017), resulting in critical analytic, evaluative, and disengaged profiles. However, the model’s assumption that interest and attitude constitute one affective engagement dimension was not confirmed. There were no statistically significant differences between the profile groups in the processing of a set of multiple documents; yet there was a tendency for students who adopted a critical analytic stance to engage in a more thorough text selection process. Those students also included more information units from the selected texts in their written products and integrated information units across the texts more frequently compared to the other profile groups.

• Bråten, Ivar & Strømsø, Helge Ivar (2020). On the Roles of Dispositions and Beliefs in Learning from Multiple Perspectives. I Meter, Peggy Van; List, Alexandra; Lombardi, Doug & Kendeou, Panayiota (Red.), Handbook of Learning from Multiple Representations and Perspectives. Routledge. ISSN 9780367001179. s. 141–163. Fulltekst i vitenarkiv
• Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2019). Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow-Up Data. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.253. Fulltekst i vitenarkiv Vis sammendrag

  In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was implemented over six weeks by teachers who had participated in professional development seminars. The findings demonstrated that students who had participated in the sourcing intervention placed more value on source information when selecting texts, invested more time and effort in processing the texts they selected, and more frequently attributed textual ideas to their respective sources compared with students who had participated in typical classroom activities instead. These effects were observed on far transfer tasks in which students worked with multiple documents on different topics in different situational contexts for different purposes, and were sustained over a period of 5.5 weeks. The discussion highlights the uniqueness of the current intervention work and centers on the aspects of the sourcing intervention that likely promoted these broad, sustainable, and transferable sourcing skills in students. Attention is also directed to several possible lines of future research in this area.

• Jensen, Karen & Strømsø, Helge Ivar (2018). Problem-based learning: the emergence of new scripts and roles for teachers to render epistemic practices transparent. Vocations and Learning. ISSN 1874-785X. 12, s. 342–360. doi: 10.1007/s12186-018-09215-8. Fulltekst i vitenarkiv Vis sammendrag

  A lack of alignment between professional practice and education has triggered the move to alternative educational models, often with detailed scripts and templates to be followed. Among these are variants of problem/case-based models, where learners are challenged to achieve professionally desired learning outcomes and acquire knowledge and skills in their respective disciplines by encountering real-life situations as the stimulus and focus of their learning activities. A characteristic of these diverse models is that their scripts have been based on theories and understandings of what constitutes good learning and teaching in general. This article reports on a study conducted among law students that uses a script which focuses on the core ‘know-how’ of the legal profession. To examine the merits of this approach with respect to actionable knowledge, we employ perspectives from Knorr Cetina’s practice-theoretical lens. Particular attention is paid to how students are introduced to and learn the three archetypes of epistemic practices that Knorr Cetina identifies as central for members of expert cultures. The results from the study not only show that these practices were developed but also detail what is important in this respect. Thus, the article addresses calls in this journal for more research on how connections between school and work for professionals can be enhanced.

• Stenseth, Tonje & Strømsø, Helge Ivar (2018). To read or not to read: A qualitative study of students' justifications for document selection in task-oriented reading. Scandinavian Journal of Educational Research. ISSN 0031-3831. 63, s. 771–788. doi: 10.1080/00313831.2018.1434828. Fulltekst i vitenarkiv
• Bråten, Ivar; McCrudden, Matthew T.; Lund, Elisabeth Stang; Brante, Eva Wennås & Strømsø, Helge Ivar (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. ISSN 0034-0553. 53(3), s. 345–365. doi: 10.1002/rrq.197. Fulltekst i vitenarkiv
• Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). What really matters: The role of behavioural engagement in multiple document literacy tasks. Journal of Research in Reading. ISSN 0141-0423. 41(4), s. 680–699. doi: 10.1111/1467-9817.12247. Fulltekst i vitenarkiv Vis sammendrag

  One‐hundred and twenty‐seven Norwegian upper‐secondary school students completing college preparatory courses (41% female) were asked to select the texts they wanted to use in order to write a letter to the editor about a socio‐scientific topic, with 60 students assigned the topic of climate change and 67 students assigned the topic of nuclear power. Afterwards, they were asked to justify their text selections, read the selected texts and write their letters to the editor. Across both topics, hierarchical multiple regression analyses showed that students' behavioural engagement in the selection, justification, reading and writing tasks contributed to their performance over and above their reading comprehension, topic knowledge and topic interest. Specifically, behavioural engagement in the selection and justification tasks improved the prediction of their content‐based and source‐feature based justifications for text selection, and behavioural engagement in the reading and writing tasks improved the prediction of the content coverage and content integration observed in their written products, with large effect sizes obtained for behavioural engagement across the two topics. The theoretical and educational significance of the study is discussed and directions for future research are suggested.

• Lund, Elisabeth Stang; Bråten, Ivar; Brandmo, Christian; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and writing. ISSN 0922-4777. 32(2), s. 335–356. doi: 10.1007/s11145-018-9868-z. Fulltekst i vitenarkiv
• Salmerón, Ladislao; Strømsø, Helge Ivar; Kammerer, Yvonne; Stadtler, Marc & Broek, Paul van den (2018). Comprehension processes in digital reading. I Barzillai, Mirit; Thompson, Jenny; Schroeder, Sascha & Broek, Paul van den (Red.), Learning to read in a digital world. John Benjamins Publishing Company. ISSN 9789027201225. s. 91–120. doi: 10.1075/swll.17.04sal. Fulltekst i vitenarkiv
• Barzilai, Sarit & Strømsø, Helge Ivar (2018). Individual differences in multiple document comprehension. I Braasch, Jason L.G.; Bråten, Ivar & McCrudden, Matthew T. (Red.), Handbook of multiple source use. Routledge. ISSN 9781315627496. s. 99–116. doi: 10.4324/9781315627496-6. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar & Bråten, Ivar (2017). Students’ Trust in Research-Based Results About Potential Health Risks Presented in Popular Media. Bulletin of Science, Technology & Society. ISSN 0270-4676. 37(1), s. 3–14. doi: 10.1177/0270467617740495. Fulltekst i vitenarkiv Vis sammendrag

  Socioscientific issues receive considerable public attention and there are concerns that people in general are not able or willing to deal with information at odds with what they believe to be true. In this study, we focused on students’ beliefs about two controversial issues: whether consumption of the artificial sweetener aspartame and use of cell phones, respectively, represent any serious health risks. Our aim was to investigate whether students’ trust in the information was related to prior beliefs, the nature of the message, and students’ critical reading strategies. Results showed interactions between prior beliefs about the issues and text condition (risk vs. no risk) on trust in conclusions that indicated a confirmation bias assumption. Additionally, students trusted conclusions ascertaining that there were risks more than conclusions ascertaining that there were no risks. Finally, students’ self-reported use of critical reading strategies implied less trust in both types of conclusions.

• Brante, Eva Wennås & Strømsø, Helge Ivar (2017). Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills. Educational Psychology Review. ISSN 1040-726X. 30, s. 773–779. doi: 10.1007/s10648-017-9421-7. Fulltekst i vitenarkiv Vis sammendrag

  The process of using information about documents such as the author, genre, and date of publication while evaluating and interpreting those documents’ content was labeled “sourcing” in a seminal paper by Wineburg (Journal of Educational Psychology, 83, 73, 1991). Studies in various domains have adapted the term sourcing while referring to central reading skills in modern information societies. In this review, we discuss the concept of sourcing grounded in research from social psychology, information sciences, and text comprehension. Based on that, we reviewed 18 intervention studies in educational settings, in order to identify how sourcing was operationalized in the studies, the nature of the interventions, and how successful they were. The review shows that interventions for younger students emphasized source credibility, whereas interventions among older students also emphasized the role of sourcing in interpretation. None of the studies measured how students search for source features or specifically which features they attend to. Regarding the nature of the studies, the use of multiple partly conflicting documents was common, with that condition positively related to outcome measures. Another characteristic was the use of inquiry tasks. A majority of the studies do not apply findings from persuasion theory and information science indicating that credibility assessment requires effort and motivation. Future interventions should more strongly emphasize the relationship between sourcing and motivation. The final version of this reseach has been published in Educational Psychology Review. © 2017 Springer Verlag

• Bråten, Ivar; Johansen, Roy-Petter K. & Strømsø, Helge Ivar (2017). Effects of different ways of introducing a reading task on intrinsic motivation and comprehension. Journal of Research in Reading. ISSN 0141-0423. 40(1), s. 17–36. doi: 10.1111/1467-9817.12053. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar; Bråten, Ivar & Stenseth, Tonje (2017). The role of students' prior beliefs in recall and evaluation of information from texts on socio-scientific issues. Nordic Psychology. ISSN 1901-2276. 69(3), s. 127–142. doi: 10.1080/19012276.2016.1198270. Fulltekst i vitenarkiv Vis sammendrag

  In this research, we investigated relationships between undergraduate students’ prior topic beliefs and their recall of the main conclusions from texts on controversial socio-scientific issues, to what extent students trusted the recalled conclusions, and how they justified their trust in those conclusions. While belief-biased recall of text conclusions was not observed in this study, students were found to trust the recalled conclusions more when they were consistent than when they were inconsistent with students’ prior beliefs about the issues. Moreover, students primarily justified their trust in the recalled conclusions by referring to their personal opinions on the issues. Finally, students who correctly recalled text conclusions even when those conclusions were at odds with their prior beliefs about the issues outperformed students who incorrectly recalled conclusions that were consistent with their prior beliefs on measures of cognitive reflection and reported use of critical reading strategies. Theoretical as well as educational implications of these findings are discussed. This is an Accepted Manuscript of an article published by Taylor & Francis in Nordic Psychology on 21 Jun 2016, available online: http://www.tandfonline.com/10.1080/19012276.2016.1198270

• Lund, Elisabeth Stang; Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2017). Memory for Textual Conflicts Predicts Sourcing When Adolescents Read Multiple Expository Texts. Reading Psychology. ISSN 0270-2711. 38(4), s. 417–437. doi: 10.1080/02702711.2016.1278417. Fulltekst i vitenarkiv Vis sammendrag

  This study investigated whether memory for conflicting information predicted mental representation of source-content links (i.e., who said what) in a sample of 86 Norwegian adolescent readers. Participants read four texts presenting conflicting claims about sun exposure and health. With differences in gender, prior knowledge, and interest controlled for, and with self-reported critical reading strategies also included in a multiple regression analysis, it was found that the better participants remembered that the texts presented conflicting claims on the issue, the more likely they were to include source-content links in their mental representations of the texts. The final version of this research has been published in Reading Psychology. © 2017 Taylor & Francis

• Strømsø, Helge Ivar (2017). Multiple models of multiple-text comprehension: A commentary. Educational Psychologist. ISSN 0046-1520. 52(3), s. 216–224. doi: 10.1080/00461520.2017.1320557. Fulltekst i vitenarkiv Vis sammendrag

  This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychologist on 07 Jul 2017, available online: http://www.tandfonline.com/10.1080/00461520.2017.1320557

• Strømsø, Helge Ivar (2016). Forførende entusiasme: 40 års forskning på Dr. Fox-effekten. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 39(2), s. 118–130. doi: 10.18261/issn.1893-8981-2016-02-03. Fulltekst i vitenarkiv Vis sammendrag

  I 1973 publiserte en gruppe forskere artikkelen «The Doctor Fox lecture: A paradigm of educational seduction» (Naftulin, Ware & Donnelly, 1973). Forskerne presenterte flere studier der en engasjert og uttrykksfull «ekspert» leverte en forelesning om forholdet mellom matematisk spillteori og medisinsk utdanning. Innholdet var meningsløst, men tilhørerne var begeistret og forskerne konkluderte at tilhørerne var blitt forført til å tro at de hadde lært noe nytt og vesentlig. Studien har vakt mye debatt opp gjennom årene, og den siteres fremdeles flittig. En vesentlig andel av diskusjonen har dreid seg om validiteten i studentevaluering. Er god studentevaluering nødvendigvis en indikasjon på at studentene har lært noe? Etter 40 års diskusjon ønsket Peer og Babad (2014) å replikere den opprinnelige studien til Naftulin et al. (1973). Resultatene i den nye studien sammenfalt overraskende godt med den opprinnelige studien fra 1973, med hensyn til hvor fornøyde studentene var. Imidlertid ga den nye studien grunnlag for å stille spørsmål ved om studentene opplevde at de lærte så mye. I denne artikkelen vil en gjennomgå sentrale studier på den såkalte Dr. Fox-effekten og drøfte resultatene i forhold til hvilken betydning lærerens entusiasme kan ha for god undervisning.

• Kammerer, Yvonne & Strømsø, Helge Ivar (2016). Die Rolle epistemischer Überzeugungen bei der Informationssuche und Informationsbewertung im Internet. I Mayer, Anne-Kathrin & Rosman, Tom (Red.), Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen als Gegenstand psychologischer Forschung. Pabst Science Publishers. ISSN 9783958530850. s. 121–136. Fulltekst i vitenarkiv
• Bråten, Ivar; Strømsø, Helge Ivar & Ferguson, Leila Eve (2016). The role of epistemic beliefs in the comprehension of single and multiple texts. I Afflerbach, Peter (Red.), Handbook of individual differences in reading. Reader, text, and context.. Routledge. ISSN 9780415658881. s. 67–79. doi: 10.1080/00461520.2011.538647. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar & Kammerer, Yvonne (2016). Epistemic cognition and reading for understanding in the Internet age. I Greene, Jeffrey A.; Sandoval, William A. & Bråten, Ivar (Red.), Handbook of epistemic cognition. Routledge. ISSN 9781138013421. s. 230–246. Fulltekst i vitenarkiv
• Stenseth, Tonje; Bråten, Ivar & Strømsø, Helge Ivar (2016). Investigating interest and knowledge as predictors of students' attitudes towards socio-scientific issues. Learning and Individual Differences. ISSN 1041-6080. 47, s. 274–280. doi: 10.1016/j.lindif.2016.02.005. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2016). Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents. Educational Psychology. ISSN 0144-3410. 36(4), s. 638–657. doi: 10.1080/01443410.2014.920080. Fulltekst i vitenarkiv
• Bråten, Ivar; Salmerón, Ladislao & Strømsø, Helge Ivar (2016). Who Said That? Investigating the Plausibility-Induced Source Focusing Assumption with Norwegian Undergraduate Readers. Contemporary Educational Psychology. ISSN 0361-476X. 46, s. 253–262. doi: 10.1016/j.cedpsych.2016.07.004. Fulltekst i vitenarkiv Vis sammendrag

  The present study investigated to what extent encountering a textual claim that contradicts one’s prior beliefs may increase readers’ memory for the source of the information, such as the author or publication. A sample of 71 Norwegian economics and administration undergraduates were presented with texts on cell phones and potential health risks that either concluded that cell phones involve serious health risks or that they are perfectly safe. Results showed that readers’ memory for source feature information increased when the conclusion of the text contradicted the belief that cell phone use poses serious health risks but not when it contradicted the belief that cell phone use does not involve such risks. This is partly consistent with the Plausibility-Induced Source Focusing assumption recently proposed by de Pereyra, Britt, Braasch, and Rouet (2014), suggesting that when readers judge content information to be implausible in light of their prior beliefs on the topic, they may be more likely to seek support from available information about the source to make sense of the content.

• Bråten, Ivar; Strømsø, Helge Ivar & Andreassen, Ulf Rune (2016). Sourcing in professional education: Do text factors make any difference? Reading and writing. ISSN 0922-4777. s. 1–30. doi: 10.1007/s11145-015-9611-y. Fulltekst i vitenarkiv
• McCrudden, Matthew; Stenseth, Tonje; Bråten, Ivar & Strømsø, Helge Ivar (2016). The Effects of Topic Familiarity, Author Expertise, and Content Relevance on Norwegian Students' Document Selection: A Mixed Methods Study. Journal of Educational Psychology. ISSN 0022-0663. 108(2), s. 147–162. doi: 10.1037/edu0000057. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar (2016). Forskningsbasert undervisning. I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 9788202527280. s. 40–56. Fulltekst i vitenarkiv
• Bråten, Ivar; Braasch, Jason; Strømsø, Helge Ivar & Ferguson, Leila Eve (2015). Establishing Trustworthiness when Students Read Multiple Documents Containing Conflicting Scientific Evidence. Reading Psychology. ISSN 0270-2711. 36(4), s. 315–349. doi: 10.1080/02702711.2013.864362. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences. ISSN 1041-6080. 30, s. 64–76. doi: 10.1016/j.lindif.2013.01.007. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar (2014). «Klikkere» i forelesningen: Bidrar det til læring eller er det bare morsomt? Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 37(2), s. 20–32. doi: 10.3402/uniped.v37.22465. Fulltekst i vitenarkiv
• Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Incremental theories of intelligence predict multiple document comprehension. Learning and Individual Differences. ISSN 1041-6080. 31, s. 11–20. doi: 10.1016/j.lindif.2013.12.012. Fulltekst i vitenarkiv
• Bråten, Ivar; Anmarkrud, Øistein; Brandmo, Christian & Strømsø, Helge Ivar (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction. ISSN 0959-4752. 30, s. 9–24. doi: 10.1016/j.learninstruc.2013.11.002. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar & Bråten, Ivar (2014). Students' sourcing while reading and writing from multiple web documents. Nordic Journal of Digital Literacy. 2014(2), s. 92–111. Fulltekst i vitenarkiv
• Steffens, Brent; Britt, M. Anne; Braasch, Jason; Strømsø, Helge Ivar & Bråten, Ivar (2014). Memory for Scientific Arguments and Their Sources: Claim-Evidence Consistency Matters. Discourse Processes. ISSN 0163-853X. 51(1-2), s. 117–142. doi: 10.1080/0163853X.2013.855868. Fulltekst i vitenarkiv
• Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology. ISSN 0007-0998. 84(1), s. 58–85. doi: 10.1111/bjep.12005. Fulltekst i vitenarkiv
• Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein; Strømsø, Helge Ivar & Brandmo, Christian (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. ISSN 0883-0355. 66, s. 1–12. doi: 10.1016/j.ijer.2014.01.004. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Strategisk kildevurdering av multiple tekster: Utbytterikt, men krevende. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 98, s. 47–57. Fulltekst i vitenarkiv
• Braasch, Jason; Bråten, Ivar; Britt, M. Anne; Steffens, Brent & Strømsø, Helge Ivar (2014). Sensitivity to inaccurate information in health news articles: Potential contributions of readers' topic and epistemic beliefs. I Rapp, David & Braasch, Jason (Red.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences.. MIT Press. ISSN 9780262027588. s. 117–138. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar & Bråten, Ivar (2014). Students’ sourcing while reading and writing from multiple web documents. Digital kompetanse. ISSN 0809-6724. 9(2), s. 92–111. Fulltekst i vitenarkiv
• Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (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. ISSN 0922-4777. 26(3), s. 321–348. doi: 10.1007/s11145-012-9371-x. Fulltekst i vitenarkiv
• Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Promoting secondary school students' evaluation of source features of multiple documents. Contemporary Educational Psychology. ISSN 0361-476X. 38, s. 180–195. doi: 10.1016/j.cedpsych.2013.03.003. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar & Bråten, Ivar (2013). Multiple documents literacy. I Meyer, Luanna (Red.), Oxford Bibliographies in Education. Oxford University Press. ISSN 9780199756810. doi: 10.1093/obo/9780199756810-0092. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; McCrudden, Matthew; Bråten, Ivar & Strømsø, Helge Ivar (2013). Task-oriented reading of multiple documents: online comprehension processes and offline products. Instructional Science. ISSN 0020-4277. 41(5), s. 873–894. doi: 10.1007/s11251-013-9263-8. Fulltekst i vitenarkiv
• Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education (EJPE). ISSN 0256-2928. 28(3), s. 879–902. doi: 10.1007/s10212-012-0145-2. Fulltekst i vitenarkiv

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• Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (2016). Når læring er det viktigste. Undervisning i høyere utdanning. Cappelen Damm Akademisk. ISBN 9788202527280. 268 s. Fulltekst i vitenarkiv

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• Strømsø, Helge Ivar & Wittek, Anne Line (2024). Teoretiske byggesteiner i universitetspedagogikken. I Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Red.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. s. 55–73. doi: 10.23865/cdf.225.ch3. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar (2024). Learning from multiple information sources: Challenges and potential advantages. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar; Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Salmerón, Ladislao (2024). Do prior beliefs affect students’ integration of textual and graphical information? Fulltekst i vitenarkiv
• Bråten, Ivar; Strømsø, Helge Ivar & Salmerón, Ladislao (2024). 2023 Society for text and discourse annual meeting: introduction to the special issue. Discourse Processes. ISSN 0163-853X. 61(4-5), s. 165–165. doi: 10.1080/0163853X.2024.2369014. Fulltekst i vitenarkiv
• Brandmo, Christian; Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (2023). Epistemic justification and interest as predictors of pre-service teachers' topic beliefs and knowledge. Fulltekst i vitenarkiv
• Kiili, Carita Päivi Susanna; Räikkönen, Eija; Bråten, Ivar; Strømsø, Helge Ivar & Hagerman, Michelle Schira (2023). Testing the structure of credibiltiy evaluation in an online multiple text context. Fulltekst i vitenarkiv
• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2023). Effects of media multitasking on multiple text comprehension. Fulltekst i vitenarkiv
• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). The calling of MAWSES: Measuring writing motivation in the context of multiple document literacy. Fulltekst i vitenarkiv
• Brandmo, Christian; Strømsø, Helge Ivar; Anmarkrud, Øistein; Ferguson, Leila Eve & Bråten, Ivar (2023). Epistemic Beliefs and Interest as Predictors of Student Teachers’ Attitudes towards Deep Learning. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar; Esterhazy, Rachelle; Hjelmeng, Erling Johan & Frølich, Nicoline (2023). Ja, vi trenger universitetspedagogisk basiskompetanse! Uniforum. ISSN 1891-5825. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar (2022). Do university students’ leisure time reading of printed and digital texts predict text comprehension? Fulltekst i vitenarkiv
• Strømsø, Helge Ivar (2022). Students’ leisure time reading of books and websites predicts reading attitudes. Fulltekst i vitenarkiv
• Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle Schira; Räikkönen, Eija & Jyrkiäinen, Anne (2022). Why trust or mistrust? Sixth graders' ability to justify the credibility of online texts. Fulltekst i vitenarkiv
• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Beliefs about justification for knowing and the selection and processing of multiple documents: An intervention. Fulltekst i vitenarkiv
• Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle; Jyrkiäinen, Anne & Raikkonen, Eija (2021). Upper secondary school students as critical online readers. Fulltekst i vitenarkiv
• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2021). Epistemic justification in multiple documents literacy. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar; Bråten, Ivar & Brante, Eva Wennås (2019). Profiles of warm and cold cognition in multiple document comprehension. Fulltekst i vitenarkiv
• Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2019). Teaching sourcing in upper-secondary school: A comprehensive sourcing intervention with follow-up data. Fulltekst i vitenarkiv
• Bråten, Ivar; McCrudden, Matthew T.; Lund, Elisabeth Stang; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Task-oriented reading with multiple documents. Fulltekst i vitenarkiv
• Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). The role of behavioral engagement in multiple text reading tasks. Fulltekst i vitenarkiv
• Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar (2017). Modeling relations between epistemic cognition, interest, and science knowledge across gender. Fulltekst i vitenarkiv
• Rogne, Wenke Mork & Strømsø, Helge Ivar (2017). Young Students' Reading of Partly Contradictory Texts: A Think-Aloud Study. Fulltekst i vitenarkiv
• Lund, Elisabeth Stang; Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2017). Memory for textual conflicts predicts sourcing when adolescents read multiple expository texts. Fulltekst i vitenarkiv
• Brante, Eva Wennås; Strømsø, Helge Ivar; Lund, Elisabeth Stang & Bråten, Ivar (2017). Teaching sourcing in upper-secondary school. Fulltekst i vitenarkiv
• Brante, Eva Wennås & Strømsø, Helge Ivar (2017). A Source to Sourcing Skills: Results from a Systematic Literature Review of Interventions Targeting Sourcing. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (2016). Innledning. I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 9788202527280. s. 13–18. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (2016). Forord. I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 9788202527280. s. 11–12. Fulltekst i vitenarkiv
• Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar (2016). Epistemic cognition and topic interest as predictors of science knowledge. Fulltekst i vitenarkiv
• Rogne, Wenke Mork & Strømsø, Helge Ivar (2015). Contradiction matters: How young students process and integrate information from multiple conflicting documents: A think-aloud study. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar; Bråten, Ivar & Andresen, Anette (2015). Hot and cold justifications when students read about controversial health issues. Fulltekst i vitenarkiv
• Hagen, Åste Marie Mjelve; Braasch, Jason; Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Does the Ability to Identify and Explain Better and Poorer Strategies in a Contrasting Case Intervention Predict Students' Source Evaluation Skills? Fulltekst i vitenarkiv
• Bråten, Ivar; Strømsø, Helge Ivar & Rune, Andreassen Ulf (2014). Sourcing in professional education: Do text factors make any difference? Fulltekst i vitenarkiv
• Strømsø, Helge Ivar & Bråten, Ivar (2014). Students' trust in conclusions from socio-scientific texts. Fulltekst i vitenarkiv
• Bråten, Ivar; Strømsø, Helge Ivar & Ferguson, Leila Eve (2014). Students' epistemic beliefs and text comprehension: What we believe we know and what we believe we need to know. Fulltekst i vitenarkiv
• Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Incremental theories of intelligence predict multiple document comprehension. Fulltekst i vitenarkiv
• Stenseth, Tonje; Strømsø, Helge Ivar & Bråten, Ivar (2014). "I remember what the text says but don't really think it's true (when it disagrees with me).". Fulltekst i vitenarkiv
• Bråten, Ivar & Strømsø, Helge Ivar (2013). Trustworthiness judgments among law students reading multiple documents on climate change. Fulltekst i vitenarkiv
• Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Beliefs About Justification for Knowing when Ethnic Majority and Ethnic Minority Students Read Multiple Conflicting Documents. Fulltekst i vitenarkiv
• Lange, Thomas de; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester & Stensaker, Bjørn [Vis alle 9 forfattere av denne artikkelen] (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Det utdanningsvitenskapelige fakultet. Fulltekst i vitenarkiv
• Beck, Eevi Elisabeth & Strømsø, Helge Ivar (2015). FUP – selvevaluering av konsultasjonsressursen 2012-2014. Universitetet i Oslo. Fulltekst i vitenarkiv

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