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Journal for the Study of Education and Development
Infancia y Aprendizaje
Volume 43, 2020 - Issue 1: Special issue: How adolescents read and learn on the Web: Internal and external factors / Número especial: Cómo leen y aprenden los adolescentes en la red: factores internos y externos
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Papers (Artículos)

The development of source evaluation skills during adolescence: exploring different levels of source processing and their relationships (El desarrollo de las habilidades de evaluación de las fuentes durante la adolescencia: una exploración de los distintos niveles de procesamiento de las fuentes y sus relaciones)

Anna PotockiPoitiers University, CNRSCorrespondence[email protected]
,
Guillaume de PereyraPoitiers University, CNRS
,
Christine RosPoitiers University, CNRS
,
Mônica Macedo-RouetParis 8 University
,
Marc StadtlerBochum UniversityORCID Iconhttps://orcid.org/0000-0002-2948-9837
ORCID Icon,
Ladislao SalmerónUniversitat de València
&
Jean-François RouetPoitiers University, CNRS
 show all
Pages 19-59 | Received 12 Oct 2018, Accepted 06 Nov 2019, Published online: 06 Dec 2019

Citations (25)

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Yann Dyoniziak, Anna Potocki & Jean-François Rouet. (2023) Role of advanced theory of mind in teenagers’ evaluation of source information. Discourse Processes 60:4-5, pages 363-377.
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Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix, André Tricot & Franck Amadieu. (2023) Expert but not persuasive: middle school students’ consideration of source in the processing of conflicting videos (Expertas pero no persuasivas: la consideración de las fuentes por parte de los estudiantes de secundaria en el procesamiento de vídeos contradictorios). Journal for the Study of Education and Development 46:2, pages 285-321.
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Jason L. G. Braasch. (2020) Advances in research on internal and external factors that guide adolescents’ reading and learning on the Internet (Avances en la investigación de los factores internos y externos que condicionan la lectura y el aprendizaje de los adolescentes a través Internet). Journal for the Study of Education and Development 43:1, pages 210-241.
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Sarah McGrew, Elizabeth C. Reynolds & Alex C. Glass. The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources. Cognition and Instruction 0:0, pages 1-27.
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Roman Abel, Julian Roelle & Marc Stadtler. Whom to believe? fostering source evaluation skills with interleaved presentation of untrustworthy and trustworthy social media sources. Discourse Processes 0:0, pages 1-22.
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Articles from other publishers (20)

Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix & Franck Amadieu. (2023) “Because I agree with him”: the impact of middle-school students’ prior attitude on the evaluation of source credibility when watching videos. European Journal of Psychology of Education 39:1, pages 77-104.
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Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix & Franck Amadieu. (2023) Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos. Instructional Science 52:1, pages 41-69.
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Washington Castilhos, Monica Macedo-Rouet, Luisa Massarani & Carla da Silva Almeida. (2023) Between trust and mistrust: Source evaluation behaviours of Brazilian and French adolescents searching for scientific information on the Web. Journal of Information Science.
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Pablo Antonio Archila, Brigithe Tatiana Ortiz, Anne-Marie Truscott de Mejía & Silvia Restrepo. (2023) Investigating factors that influence students’ ability to seek online bilingual scientific information. Information and Learning Sciences 124:11/12, pages 373-395.
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Oriana Incognito & Christian Tarchi. (2023) The association between sourcing skills and intertextual integration in lower secondary school students. European Journal of Psychology of Education.
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Carita Kiili, Eija Räikkönen, Ivar Bråten, Helge I. Strømsø & Michelle Schira Hagerman. (2023) Examining the structure of credibility evaluation when sixth graders read online texts. Journal of Computer Assisted Learning 39:3, pages 954-969.
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Fayez Abed & Sarit Barzilai. (2022) Can students evaluate scientific YouTube videos? Examining students' strategies and criteria for evaluating videos versus webpages on climate change . Journal of Computer Assisted Learning 39:2, pages 558-577.
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Elina K. Hämäläinen, Carita Kiili, Eija Räikkönen, Minna Lakkala, Liisa Ilomäki, Auli Toom & Miika Marttunen. (2022) Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most. Instructional Science 51:1, pages 135-163.
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Matthew T. McCrudden, Ivar Bråten & Ladislao Salmerón. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 353 363 .
J. Ricardo García, María García-Serrano & Javier Rosales. (2022) Exploring the relation between the structure strategy and source attention in single expository text comprehension: a cross-sectional study in secondary education. Reading and Writing 36:1, pages 195-221.
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Elena Forzani, Julie Corrigan & Carita Kiili. (2022) What does more and less effective internet evaluation entail?: Investigating readers’ credibility judgments across content, source, and context. Computers in Human Behavior 135, pages 107359.
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Carita Kiili, Ivar Bråten, Helge I. Strømsø, Michelle Schira Hagerman, Eija Räikkönen & Anne Jyrkiäinen. (2022) Adolescents’ credibility justifications when evaluating online texts. Education and Information Technologies 27:6, pages 7421-7450.
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Øistein Anmarkrud, Ivar Bråten, Elena Florit & Lucia Mason. (2021) The Role of Individual Differences in Sourcing: a Systematic Review. Educational Psychology Review 34:2, pages 749-792.
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Daniela Raccanello, Elena Florit, Margherita Brondino, Antonio Rodà & Lucia Mason. (2021) Control and value appraisals and online multiple‐text comprehension in primary school: The mediating role of boredom and the moderating role of word‐reading fluency. British Journal of Educational Psychology 92:1.
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Jean-François Rouet & Anne Britt. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 521 536 .
. 2021. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 437 565 .
Elina K. Hämäläinen, Carita Kiili, Eija Räikkönen & Miika Marttunen. (2021) Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications . Journal of Computer Assisted Learning 37:5, pages 1409-1422.
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Stephanie Pieschl & Deborah Sivyer. (2021) Secondary students’ epistemic thinking and year as predictors of critical source evaluation of Internet blogs. Computers & Education 160, pages 104038.
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Carolin Hahnel, Beate Eichmann & Frank Goldhammer. (2020) Evaluation of Online Information in University Students: Development and Scaling of the Screening Instrument EVON. Frontiers in Psychology 11.
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Ladislao Salmerón, Pablo Delgado & Lucia Mason. (2020) Using eye‐movement modelling examples to improve critical reading of multiple webpages on a conflicting topic . Journal of Computer Assisted Learning 36:6, pages 1038-1051.
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