Epistemic Beliefs Predict Comprehension and Critical Reading When Learning From Multiple Texts

• In Event: Complex Processes When Evaluating and Engaging With Multiple Sources and Texts

Abstract

Understanding complex social issues in the digital age requires navigating diverse information sources of varying quality, a process referred to as learning from multiple texts. This study examines two types of higher-order thinking – evaluation and critical reading – essential for such learning. Evaluation involves assessing the quality of texts’ source and content, while critical reading applies prior knowledge to determine information accuracy and completeness. We also investigate how epistemic beliefs contribute to evaluation and critical reading, as both multiple text learning processes and outcomes. Findings reveal that students' epistemic beliefs significantly predict their engagement in evaluation and critical reading. This study highlights the importance of epistemic beliefs in multiple text learning and suggests directions for future research.

Authors

• Hongcui (Hannie) Du, Florida State University

• Alexandra List, Pennsylvania State University