Ivar Bråten
Ivar Bråten
Professor of Educational Psychology at the University of Oslo, Norway
Verified email at ped.uio.no - Homepage
Title
Cited by
Cited by
Year
Vygotskij och pedagogiken
I Bråten, G Hollsten
Studentlitteratur, 2001
7432001
The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model
I Bråten, MA Britt, HI Strømsø, JF Rouet
Educational Psychologist 46 (1), 48-70, 2011
3572011
The relationship between epistemological beliefs, implicit theories of intelligence, and self‐regulated learning among Norwegian postsecondary students
I Bråten, HI Strømsø
British Journal of Educational Psychology 75 (4), 539-565, 2005
3202005
Trust matters: Examining the role of source evaluation in students' construction of meaning within and across multiple texts
I Bråten, HI Strømsø, MA Britt
Reading Research Quarterly 44 (1), 6-28, 2009
3022009
Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals
I Bråten, HI Strømsø
Contemporary Educational Psychology 29 (4), 371-388, 2004
3022004
The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.
A Lervåg, I Bråten, C Hulme
Developmental psychology 45 (3), 764, 2009
2932009
Motivation for reading comprehension
Ø Anmarkrud, I Bråten
Learning and individual differences 19 (2), 252-256, 2009
2452009
Vygotsky i pædagogikken
I Bråten
Frydenlund, 2006
2442006
Trust and mistrust when students read multiple information sources about climate change
I Bråten, HI Strømsø, L Salmerón
Learning and Instruction 21 (2), 180-192, 2011
2372011
Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities
I Bråten, HI Strømsø
Computers in Human Behavior 22 (6), 1027-1042, 2006
2342006
Reading multiple texts about climate change: The relationship between memory for sources and text comprehension
HI Strømsø, I Bråten, MA Britt
Learning and Instruction 20 (3), 192-204, 2010
2182010
Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts
I Bråten, HI Strømsø, MS Samuelstuen
Contemporary Educational Psychology 33 (4), 814-840, 2008
2162008
Effects of task instruction and personal epistemology on the understanding of multiple texts about climate change
I Bråten, HI Strømsø
Discourse Processes 47 (1), 1-31, 2009
1932009
Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents
Ø Anmarkrud, I Bråten, HI Strømsø
Learning and Individual Differences 30, 64-76, 2014
1922014
Läsförståelse i teori och praktik
I Bråten
Studentlitteratur, 2008
1802008
Summary versus argument tasks when working with multiple documents: Which is better for whom?
L Gil, I Bråten, E Vidal-Abarca, HI Strømsø
Contemporary Educational Psychology 35 (3), 157-173, 2010
1742010
Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts
I Bråten, BS Olaussen
Contemporary Educational Psychology 30 (3), 359-396, 2005
1732005
Handbook of epistemic cognition
JA Greene, WA Sandoval, I Bråten
Routledge, 2016
1722016
Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study
LE Ferguson, I Bråten, HI Strømsø
Learning and Instruction 22 (2), 103-120, 2012
1672012
Decoding, knowledge, and strategies in comprehension of expository text
MS Samuelstuen, I Bråten
Scandinavian journal of psychology 46 (2), 107-117, 2005
1642005
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