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Short Vita IVAR BRÅTEN Spring 2016
Department of Education Phone: +47 22 85 52 82
University of Oslo Fax: +47 22 85 42 50
P.O. Box 1092 Blindern E-mail: [email protected]
N-0317 Oslo
Norway
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
ACADEMIC POSITIONS
Professor of Educational Psychology, Department of Education, University of Oslo, 1997-
present.
Professor of Special Education (part-time), Department of Teacher Education, Østfold
University College, 2003-present.
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, and
Spring 2011, Spring 2012, and Fall 2014.
Visiting Scholar, Department of Educational Psychology, College of Education, University of
Texas at Austin, USA, Fall 2003.
Associate Professor of Educational Psychology, Department of Educational Research,
University of Oslo, 1991-1997.
Research Fellow, Department of 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).
Member of the International Reading Literacy Expert Group for PISA 2018, 2014-present.
Head of project, Multiple-Documents Literacy: Understanding, Assessing, and Improving
Students’ Learning from Conflicting Information Sources, 2009-2013 (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 the doctoral concentration in Language development, text comprehension, and
literacy (National Graduate School in Educational Science), 2008-2014.
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Head of the Research Group on Text Comprehension—Development, Instruction, and Multiple
Texts (TextDIM), 2007-present.
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.
PROFESSIONAL AFFILIATIONS
American Psychological Association: Division 15, Educational Psychology.
American Educational Research Association: Division C, Learning and Instruction.
European Association for Research on Learning and Instruction: Special Interest Group 2,
Comprehension of Text and Graphics.
REVIEWER
Journals
American Educational Research Journal, Asia Pacific Education Review, British Journal of
Educational Psychology, Cognition and Instruction, Computers & Education, Computers in
Human Behavior, Contemporary Educational Psychology, Developmental Psychology,
Discourse Processes, Educational Psychologist, Educational Psychology Review, Educational
Research, English for Specific Purposes, European Journal of Psychology of Education,
Higher Education, Information Design Journal, Instructional Science, International Journal of
Educational Research, International Journal of Psychology, International Journal of Applied
Linguistics, Journal of Computer Assisted Learning, Journal of Educational Psychology,
Journal of the Learning Sciences, Journal of Research in Reading, Learning and Individual
Differences, Learning and Instruction, Metacognition and Learning, Motivation and Emotion,
Reading and Writing: An Interdisciplinary Journal, Reading Research Quarterly,
Scandinavian Journal of Educational Research, Scandinavian Journal of Psychology, Science
Education, Scientific Studies of Reading, Social Psychology of Education.
Proposals
American Educational Research Association, Centre for Advanced Study at The Norwegian
Academy of Science, Cognitive Science Society, European Association for Research on
Learning and Instruction, Israel Science Foundation, Social Sciences and Humanities
Research Council of Canada, Society for Text and Discourse, Swedish Research Council,
Swiss National Science Foundation, Transactions from the Royal Norwegian Society of
Sciences and Letters, US-Israel Binational Science Foundation.
Editorial Review Boards (journals and conferences)
Contemporary Educational Psychology, 2013 – present.
Educational Psychologist, 2010 – present.
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Learning and Instruction, 2010 – present.
Metacognition and Learning, 2011 – present.
Learning and Individual Differences, 2013 – present.
Reading Research Quarterly, 2009 - 2012.
Member of the International Scientific Committee for the EARLI SIG meeting on
Comprehension of Text and Graphics 2006, 2008, 2010, 2012, 2014, and 2016, and for the
meeting of the Society for Text and Discourse 2011 and 2013.
SUPERVISION AT MASTER AND DOCTORAL LEVEL
Fifty-three MA and 10 PhD students with completed theses; advisor of 5 post-doctoral
fellows. Four PhD students and one MA student currently supervised.
ASSESSMENT
Member of National Committee for Assessment of Promotion to Full Professor, 1997 and
2000. Member of doctoral committees at the Universities of Oslo, Stavanger, and Tromsø
(Norway), Tübingen (Germany), Århus (Denmark), and The Open University of the
Netherlands (Heerlen, The Netherlands). External reviewer of applications for promotion to
associate, full, and distinguished professor in educational and cognitive psychology at 5 US
universities.
PUBLICATIONS
The publication list totals more than 300 titles, including nine authored or edited books,
approximately 125 international peer-reviewed articles and book chapters, well over 100
refereed papers presented at international conferences, and more than 75 publications in
Norwegian. Publications are co-authored with 50 different scholars from 8 different countries.
INTERNATIONAL PUBLICATIONS
Refereed International Journal Articles and Book Chapters
Ferguson, L.E., & Bråten, I. (submitted). Student teachers' beliefs about learning and
teaching: A qualitative study.
Andreassen, R., Jensen, M.S., & Bråten, I. (submitted). Investigating self-regulated study
strategies among postsecondary dyslexic students: A Norwegian diary method study.
Strømsø, H.I., & Bråten, I. (submitted). Investigating prior topic beliefs and message valence
in relation to students’ trust in research-based results about potential health risks
presented in popular media.
Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (Eds.) (under contract). Handbook of
multiple source use. New York: Routledge.
Bråten, I., Salmerón, L., & Strømsø, H.I. (under revision). Who said that? Investigating the
Plausibility-Induced Source Focusing assumption with Norwegian undergraduate
readers. Contemporary Educational Psychology.
Strømsø, H.I., Bråten, I., Stenseth, T. (under revision). The role of students’ prior topic beliefs
in recall and evaluation of information from texts on socio-scientific issues. Nordic
Psychology.
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Sandoval, W.A., Greene, J.A., & Bråten, I. (under revision). Understanding and promoting
thinking about knowledge: Origin, issues, and future directions of research on
epistemic cognition. Review of Research in Education.
Bråten, I., Stadtler, M., & Salmerón, L. (in press). The role of sourcing in discourse
comprehension. To appear in M.F. Schober, D.N. Rapp, & M.A. Britt (Eds.), Handbook
of discourse processes (2nd. ed.). New York: Routledge.
Stenseth, T., Bråten, I., & Strømsø, H.I. (in press). Investigating interest and knowledge as
predictors of students’ attitudes towards socio-scientific issues. Learning and
Individual Differences.
Bråten, I., Strømsø, H.I., & Andreassen, R. (in press). Sourcing in professional education:
Do text factors make any difference? Reading and Writing: An Interdisciplinary Journal.
Bråten, I., & Braasch, J.L.G. (in press). Key issues in research on students’ critical reading
and learning in the 21st century information society. In C. Ng & B. Bartlett (Eds.),
Improving reading in the 21st century: International research and innovations.
Dordrecht, The Netherlands: Springer.
Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (in press). 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.
Bråten, I., Johansen, R.-P., & Strømsø, H.I. (in press). Effects of different ways of
introducing a reading task on intrinsic motivation and comprehension. Journal of
Research in Reading.
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.
Greene, J.A., Sandoval, W.A., & Bråten, I. (2016). Reflections and future directions. In
J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition
(pp. 495-510). New York: Routledge.
Bråten, I. (2016). Epistemic cognition interventions: Issues, challenges, and interventions. 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.
Greene, J.A., Sandoval, W.A., & Bråten, I. (Eds.) (2016). Handbook of epistemic
cognition. New York: Routledge.
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.
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., & 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., Braasch, J.L.G., Strømsø, H.I., & Ferguson, L. (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. (2014). Investigating cognitive capacity, personality,and
epistemic beliefs in relation to science achievement. Learning and Individual
Differences, 36, 124-130.
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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. 117-137). 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.
Hagen, Å., Braasch, J.L.G., & Bråten, I. (2014). Do argument tasks promote intertextual
reading strategies? A study relating spontaneous note-taking, self-reported strategies,
and multiple-text comprehension. Journal of Research in Reading, 37, 141-157.
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, 64-76.
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.
Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (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, 84, 58-85.
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.
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.
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.
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.
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 Tecnology, 44, 821-836.
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.
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.
Strømsø, H.I., & Bråten, I. (2013). Multiple documents literacy. In L. Meyer (Ed.), Oxford
bibliographies in education. New York: Oxford University Press.
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.
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.
Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2013). The role of Internet-
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specific epistemic beliefs in laypersons’ source evaluations and decisions during Web
search on a medical issue. Computers in Human Behavior, 29, 1193-1203.
Bråten, I., Ferguson, L.E., Anmarkrud, Ø., & Strømsø, H.I. (2013). Prediction of learning
and comprehension when reading multiple texts: The roles of word-level processing,
strategic approach, and reading motivation. Reading and Writing: An Interdisciplinary
Journal, 26, 321-348.
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., & Bråten, I. (2013). Student profiles of knowledge and epistemic
beliefs: Changes and relations to multiple-text comprehension. Learning and
Instruction, 25, 49-61.
Anmarkrud, Ø., & Bråten, I. (2012). Naturally-occurring comprehension strategies
instruction in ninth-grade language arts classrooms, Scandinavian Journal of
Educational Research, 591-623.
Ferguson, L., 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 the10th International Conference of the Learning Sciences (Vol. 2, pp. 479-450).
Sydney, NSW, Australia: International Society of the Learning Sciences.
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.
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.
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.
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 (pp. 95-122).
Greenwich, CT: Information Age Publishing.
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., & 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.
Strømsø, H.I., & Bråten, I., & Britt, M.A. (2011). Do students’ beliefs about knowledge
and knowing predict their judgment of texts’ trustworthiness? Educational Psychology:
An International Journal of Experimental Educational Psychology, 31, 177-206.
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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
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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 Myint Swe Khine (Ed.), Knowing, knowledge, and beliefs:
Epistemological studies across diverse cultures (pp. 351-376). New York: Springer-
Verlag.
Samuelstuen, M.S., Bråten, I., & Valås, H. (2007). Context effects in Norwegian 10th-grade
students’ 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
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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
10
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.
Refereed International Conference and Workshop Contributions
Andresen, A., Anmarkrud, Ø., Salmerón, L., & Bråten, I. (2016). Variation in processing
patterns of dyslexic adolescent readers working with conflicting web sites containing
multiple representations: A multiple case study. Paper to be presented at the annual
meeting of the Society for the Scientific Study of Reading, Porto, Portugal.
Ness, C., Anmarkrud, Ø., & Bråten, I. (2016). An explicit voice and better text coherence
increase comprehension of history textbooks. Paper to be presented at the annual
meeting of the American Educational Research Association, Washington, DC, USA.
Bråten, I. (2016). Epistemic cognition interventions: What is epistemic change, why does it
happen, and how can it be measured? Paper to be presented at the annual meeting of
the American Educational Research Association, Washington, DC, USA.
Bråten, I., Braasch, J.L.G., & McCrudden, M.T. (2016). Key issues in research on sourcing
in the digital age: The role of individual and contextual factors. Paper to be presented
at the annual meeting of the American Educational Research Association, Washington,
DC, USA.
Strømsø, H.I., & Bråten, I., & Ferguson, L.E. (2016). Epistemic beliefs and text
comprehension: Assumptions, trends, and future challenges. Paper to be presented at
the annual meeting of the American Educational Research Association, Washington, DC,
USA. Bråten, I., Strømsø, H.I., Brante, E. W., & Lund, E.S. (2015). Understanding and promoting
upper secondary school students’ critical reading and learning in the 21st century
information society: Project overview and work in pogress. Paper presented at the
Workshop on Multiple Document Literacy, University of Oslo, Norway.
Strømsø, H.I., & Bråten, I. (2015). Hot and cold justifications when students read about
11
controversial health issues. Paper presented at the biennial meeting of the European
Association for Research on Learning and Instruction, Limassol, Cyprus.
Ferguson, I., & Bråten, I. (2015). Beliefs about sources of knowledge predict motivation for
learning in teacher education. Paper presented at the biennial meeting of the European
Association for Research on Learning and Instruction, Limassol, Cyprus.
Bråten, I. (2015). Key issues in research on students’ critical reading and learning
in the 21st century information society. Paper presented at the Learning Sciences
Institute Australia’s International Symposium on Reading and Reading Engagement:
Data-driven, Evidence-based Accounts, Brisbane, Australia.
Bråten, I., (2015). Students’ epistemic beliefs and text comprehension: What we believe we
know and what we believe we need to know. Paper presented at Queensland University
of Technology, Brisbane, Australia.
Ankney, R., Braasch, J.L.G., Frances, F., & Bråten, I. (2015). Relating students’ statistics
anxiety and theories of intelligence and ability to statistics performance and class
attendance. Paper presented at the annual meeting of the American Educational
Research Association, Chicago, Illinois, USA.
Braasch, J.L.G., de Pereyra, G., & Bråten, I. (2015). The Discrepancy-Induced Source
Comprehension (D-ISC) model: Basic assumptions and preliminary evidence. Paper
presented at the annual meeting of the American Educational Research Association,
Chicago, Illinois, USA.
Bråten, I. (2014). Who Said That? Investigating the Plausibility-Induced Source Focusing
Assumption. Paper presented in the Workshop on Information Literacy at the Open
University of The Netherlands, Heerlen, The Netherlands.
Bråten I., Strømsø, H.I., & Andreassen, R. (2014). Sourcing in professional education: Do
text factors make any difference? Paper presented at the Workshop on Multiple
Document Literacy, University of Valencia, Spain.
Bråten, I., Strømsø, H.I., & Ferguson, L.E. (2014). Students’ epistemic beliefs and text
comprehension: What we believe we know and what we believe we need to know.
Paper presented at the EARLI SIG meeting on Comprehension of Text and Graphics,
Rotterdam, The Netherlands.
Strømsø, H.I., & Bråten, I. (2014). Students’ trust in conclusions from socio-scientific texts.
Paper presented at the EARLI SIG meeting on Comprehension of Text and Graphics,
Rotterdam, The Netherlands.
Kendeau, P., Braasch, J.L.G., & Bråten, I. (2014). Learning from expository texts:Optimizing
conditions for learning. Paper presented at the annual meeting of the Society for the
Scientific Study of Reading, Santa Fe, New Mexico, USA.
Hagen, Å., Braasch, J.L.G., Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2014). Does the
ability to identify and explain better and poorer strategies in a contrasting case
intervention predict students’ source evaluation performance? Paper presented at the
annual meeting of the American Educational Research Association, Philadelphia, PA,
USA.
Stenseth, T., Strømsø, H.I., & Bråten, I. (2014). «I remember what the text says but don’t
really think it’s true (when it disagrees with me).” Paper presented at the annual
meeting of the American Educational Research Association, Philadelphia, PA, USA.
Braasch, J.L.G., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2014). Incremental theories of
intelligence predict multiple document comprehension. Paper presented at the annual
meeting of the American Educational Research Association, Philadelphia, PA, USA.
Strømsø, H.I., Bråten, I., & Stenseth, T. (2013). The role of prior beliefs when students read
texts about controversial topics. Paper presented at the Workshop on Multiple
Document Literacy, University of Munster, Germany.
12
Bråten, I., & Strømsø, H.I. (2013). Trustworthiness judgments among law students reading
multiple documents on climate change. Paper presented at the biennial meeting of the
European Association for Research on Learning and Instruction, Munich, Germany.
Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2013). The role of epistemic
beliefs when language-majority and language-minority students read conflicting
documents. Paper presented at the biennial meeting of the European Association for
Research on Learning and Instruction, Munich, Germany.
Bråten, I., Johansen, R.-P., & Strømsø, H.I. (2013). Effects of different ways of introducing a
reading task on sixth-graders’ interest and comprehension. Paper presented at the
biennial meeting of the European Association for Research on Learning and Instruction,
Munich, Germany.
Anmarkrud, Ø., McCrudden, M.T., Bråten, I., & Strømsø, H.I. (2013). Task-oriented reading
of multiple documents: Online comprehension processes and offline products. Paper
presented at the biennial meeting of the European Association for Research on Learning
and Instruction, Munich, Germany.
Kendeau, P., Braasch, J.L.G., & Bråten, I. (2013). Optimizing conditions for learning:
Situating refutations in epistemic cognition. Paper presented at the biennial meeting of
the European Association for Research on Learning and Instruction, Munich, Germany.
Steffens, B., Britt, M.A., Bråten, I., Strømsø, H.I., & Braasch, J. L.G. (2013). Memory for
inconsistent arguments in health articles from the Web. Paper presented at the annual
meeting of the Society for Text and Discourse, Valencia, Spain.
Ferguson, L.E., Bråten, I., & Salmeron, L. (2013). Motivation, processing, and
comprehension differences in student profiles of knowledge and epistemic beliefs.
Paper presented at the annual meeting of the Society for Text and Discourse, Valencia,
Spain.
Braasch, J.L., Steffens, B., Britt, M.A., Bråten, I., & Strømsø, H.I. (2013). Memory for simple
scientific arguments and the sources that convey them: Claim-evidence consistency
matters. Paper presented at the annual meeting of the American Educational Research
Association, San Fransisco, USA.
Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2013). Changes in student
profiles of knowledge and epistemic beliefs when reading multiple conflicting texts.
Paper presented at the annual meeting of the American Educational Research
Association, San Fransisco, USA.
Anmarkrud, Ø., Bråten, I., Brandmo, C., Strømsø, H.I., & Ferguson, L.E. (2013).
Relationships among individual differences, processing, and performance in multiple-
text comprehension. Paper presented at the annual meeting of the American Educational
Research Association, San Fransisco, USA.
Strømsø, H.I., & Bråten, I. (2013). Students’ sourcing while reading and writing from
multiple documents. Paper presented at the annual meeting of the American Educational
Research Association, San Fransisco, USA.
Braasch, J.L.G, Bråten, I., Strømsø, H.I., Anmarkrud, Ø., & Ferguson, L.E. (2012). An
Intervention for Promoting Secondary School Students’ Evaluation of Source Features
of Multiple Documents. Paper presented at the Workshop on Multiple-Documents
Literacy, University of Poitiers, France.
Bråten, I., Anmarkrud, Ø., Brandmo, C., Strømsø, H.I., & Ferguson, L.E. (2012).
Relationships among Individual Differences, Processing, and Performance in
Multiple-Text Comprehension. Paper presented at the Workshop on Multiple-
Documents Literacy, University of Poitiers, France.
Ferguson, L.E., Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2012). Profiles of epistemic
13
beliefs and knowledge when reading multiple texts. Paper presented at the EARLI SIG
meeting on Metacognition, Milano, Italy.
Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2012). Dimensionality and
change in epistemic beliefs when adolescents read conflicting information presented in
multiple documents. Paper presented at the EARLI SIG meeting on Metacognition,
Milano, Italy.
Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2012). Relationships between
beliefs about justification for knowing and multiple-documents comprehension among
language-majority and language-minority Norwegian students. Paper presented at the
annual meeting of the Society for Text and Discourse, Montreal, Canada.
Braasch, J.L.G., Bråten, I., Anmarkrud, Ø., & Strømsø, H.I. (2012) Promoting high school
students’ evaluation of source features of multiple documents. Paper presented at the
annual meeting of the Society for Text and Discourse, Montreal, Canada.
Bråten, I., Gil, L., & Strømsø, H.I. (2012). Task-oriented reading of multiple expository texts.
Paper presented at the annual meeting of the American Educational Research
Association, Vancouver, Canada.
Hagen, Å., Braasch, J., & Bråten, I. (2012). Do argument tasks promote intertextual reading
strategies? A study relating spontaneous note-taking, self-reported strategies, and
multiple-text comprehension. Paper presented at the annual meeting of the American
Educational Research Association, Vancouver, Canada.
Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2012). Signaling text relevance in multiple-text
reading: A think-aloud study. Paper presented at the annual meeting of the American
Educational Research Association, Vancouver, Canada.
Ferguson, L., Bråten, I., & Strømsø, H.I., & Anmarkrud, Ø. (2012). Adolescent profiles of
knowledge and epistemic beliefs in the context of reading multiple texts. Paper presented
at the International Conference of the Learning Sciences, Sydney, Australia.
Anmarkrud, Ø., Bråten, I., Strømsø, H.I., & Ferguson, L.F. (2011). Multiple-documents
literacy and motivation. Paper presented at the Workshop on Multiple-Documents
Literacy, University of Oslo, Norway.
Braasch, J.L.G., Bråten, I., Strømsø, H.I., Ferguson, L.E., & Ø. Anmarkrud (2011). Sourcing
intervention. Paper presented at the Workshop on Multiple-Documents
Literacy, University of Oslo, Norway.
Ferguson, L., Bråten, I., Anmarkrud, Ø., & Strømsø, H.I. (2011). Epistemic cognition and
multiple-documents literacy: An intervention study. Paper presented at the biennial
meeting of the European Association for Research on Learning and Instruction, Exeter,
England.
Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2011). Multiple-documents comprehension
strategies, document trustworthiness, and sourcing in essays. Paper presented at the
biennial meeting of the European Association for Research on Learning and Instruction,
Exeter, England.
Strømsø, H.I., & Bråten, I. (2011). Sourcing and judgment of trustworthiness when reading
scientific texts representing different genres. Paper presented at the biennial meeting of
the European Association for Research on Learning and Instruction, Exeter, England.
Andreassen, R., & Bråten, I. (2011). Teachers’ source evaluation self-efficacy predicts their
use of relevant Web source features. Paper to be presented at the biennial meeting of the
European Association for Research on Learning and Instruction, Exeter, England.
Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2011). Working with multiple
conflicting documents: Relations between epistemic cognition while reading
and argumentation and sourcing in essays. Paper presented at the annual meeting of the
Society for Text and Discourse, Poitiers, France.
14
Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2011). Constructively responsive comprehension
strategies in multiple-text reading: A think-aloud study. Paper presented at the annual
meeting of the American Educational Research Association, New Orleans, USA.
Ferguson, L., Bråten, I., & Strømsø, H.I. (2011). Epistemic cognition and change when students
read multiple documents containing conflicting scientific evidence: A think-aloud study.
Paper presented at the annual meeting of the American Educational Research
Association, New Orleans, USA.
Strømsø, Bråten, I., Ferguson, L.E., & Britt, M.A. (2010). Students’ spontaneous sourcing skills
while reading multiple documents online. Paper presented in the workshop on
Comprehending Multiple Documents on the Internet: The Road to the Public
Engagement with Science in the 21st Century, Münster, Germany.
Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2010). Internet-specific epistemic
beliefs predict users’ source monitoring during Web search. Paper presented at the
EARLI SIG meeting on Comprehension of Text and Graphics, Tübingen, Germany.
Bråten, I., & Strømsø, H.I. (2010). ”Seemed like a crazy professor”. Examining the what and
why of trustworthiness when students read multiple documents containing conflicting
scientific evidence. Paper presented at the annual meeting of the American Educational
Research Association, Denver, USA.
Anmarkrud, Ø., & Bråten, I. (2010). Does amount of naturally occurring comprehension
strategy instruction make a difference when students read expository text? Paper
presented at the annual meeting of the American Educational Research Association,
Denver, USA.
Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2010). Der Zusammenhang zwischen
internettspezifischen epistemologischen Überzeugungen und der Bewertung von
Quelleninformationen bei der Informationssuche in World Wide Web. 47. Kongress der
Deutschen Gesellschaft für Psychologie (DGPs), Bremen, Deutschland.
Strømsø, H.I., Bråten, I., Britt, M.A., & Ferguson, L.E. (2010). Students’ awareness and use of
source information while reading multiple documents online. Paper presented at the
EARLI SIG meeting on Metacognition, Munster, Germany.
Bråten, I., & Strømsø, H.I. (2010). Examining the what and why of trustworthiness when
students read multiple documents containing conflicting scientific evidence. Paper
presented at Research Meeting on Document Comprehension: Assessing Skills,
Strategies, and Outcomes, Laboratoire Langage, Mémoire, et Développement Cognitif,
Université de Poitiers, France.
Bråten, I. (2009). The role of motivation in the context of learning. Discussion presented at the
biennial meeting of the European Association for Research on Learning and Instruction,
Amsterdam, The Netherlands.
Bråten, I., Hagen, Å., & Strømsø. H.I. (2009). Measuring strategic processing when students
read multiple texts. Paper presented at the biennial meeting of the European Association
for Research on Learning and Instruction, Amsterdam, The Netherlands.
Hagen, Å., Strømsø, H.I., & Bråten, I. (2009). Epistemic beliefs and external strategy use when
learning from multiple documents. Paper presented at the biennial meeting of the
European Association for Research on Learning and Instruction, Amsterdam, The
Netherlands.
Salmeron, L., Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2009). Google-like
interfaces do not facilitate multiple-documents learning. Paper presented at the biennial
meeting of the European Association for Research on Learning and Instruction,
Amsterdam, The Netherlands.
Bråten, I., & Strømsø, H.I. (2009). Personal epistemology in law: The role of epistemic
15
beliefs when law students read multiple documents about climate change. Paper
presented at the annual meeting of the American Educational Research Association, San
Diego, USA.
Andreassen, R., & Bråten, I. (2009). Implementation of explicit reading comprehension
instruction in Norwegian fifth-grade classrooms. Paper presented at the annual meeting
of the American Educational Research Association, San Diego, USA.
Bråten, I. (2008). Interplay between epistemological beliefs and different media during learning
processes: Issues for general discussion. Discussion presented at the XXIX International
Congress of Psychology, Berlin, Germany.
Strømsø, H.I., & Bråten, I. (2008). The relationship between memory for sources and
comprehension when students read multiple texts about climate change. Paper presented
at the EARLI SIG meeting on Comprehension of Text and Graphics, Tilburg, The
Netherlands.
Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Effects of task condition and prior
knowledge on the understanding of multiple texts. Paper presented at the EARLI SIG
meeting on Comprehension of Text and Graphics, Tilburg, The Netherlands.
Salmeron, L., Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Epistemological
beliefs and learning from graphical overviews. Paper presented at the EARLI SIG
meeting on Comprehension of Text and Graphics, Tilburg, The Netherlands.
Vidal-Abarca, E., Gil, L., Salmeron, L., Bråten, I., & Strømsø, H.I. (2008). Effects of
epistemological beliefs on processing complex documents. Paper presented at the XXIX
International Congress of Psychology, Berlin, Germany.
Bråten, I., & Strømsø, H.I. (2008). The relationship between source evaluation and
comprehension of multiple documents. Paper presented at the XXIX International
Congress of Psychology, Berlin, Germany.
Strømsø, H.I., & Bråten, I. (2008). Internet-specific epistemic beliefs and Internet-based
learning activities among Norwegian physics undergraduates. Paper presented at the
XXIX International Congress of Psychology, Berlin, Germany.
Bråten, I., & Strømsø, H.I. (2008). Topic-specific epistemic beliefs and multiple-documents
literacy. Paper presented at the 6th Workshop of the European Network of Research on
Epistemological Beliefs, Freiburg, Germany.
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. Paper presented in Workshop on Cognition and the Web: Information
Processing, Comprehension, and Learning, Granada, Spain.
Bråten, I., Gil, L., Storey, J., Strømsø, H.I., Vidal-Abarca, E., & Britt, M.A. (2008). Personal
epistemology across cultures: Exploring the dimensionality of topic-specific epistemic
beliefs in Norway, Spain, and the United States. Paper presented at the annual meeting of
the American Educational Research Association, New York, USA.
Strømsø, H.I., & Bråten, I. (2008). Topic-specific epistemic beliefs predict sourcing when
students read documents about global warming. Paper presented at the annual meeting of
the American Educational Research Association, New York, USA.
Bråten, I., & Strømsø, H.I. (2008). Antecedents and consequences of sourcing skills when
reading multiple documents. Paper (keynote) presented in Workshop on Understanding
Complex Information, Departemento de Psicologia Evolutiva y de la Educación,
Universitat de València, Spain.
Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Interaction between prior
knowledge and task on the integration of information from multiple documents. Paper
presented in Workshop on Understanding Complex Information, Departemento de
Psicologia Evolutiva y de la Educación, Universitat de València, Spain.
16
Bråten, I., & Strømsø, H.I. (2007). Personal epistemology and multiple text comprehension:
Effects of interactions between epistemic beliefs on students’ deep-level comprehension
of multiple texts. Paper presented at the annual meeting of the National Reading
Conference, Austin, TX, USA.
Bråten, I., & Strømsø, H.I. (2007). Achievement goals and intrinsic versus extrinsic job values.
Paper presented at the annual convention of the American Psychological Association,
San Francisco, USA.
Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2007). Task instructions, topic-specific
epistemological beliefs, and multiple text understanding. Paper presented at the biennial
meeting of the European Association for Research on Learning and Instruction,
Budapest, Hungary.
Anmarkrud, Ø., & Bråten, I., & Samuelstuen, M.S. (2007). Motivation for reading
comprehension. Paper presented at the biennial meeting of the European Association for
Research on Learning and Instruction, Budapest, Hungary.
Strømsø, H.I., Bråten, I., & Samuelstuen, M.S. (2007). Dimensions of topic-specific
epistemological beliefs as predictors of multiple text understanding. Paper presented at
the biennial meeting of the European Association for Research on Learning and
Instruction, Budapest, Hungary.
Andreassen, R., & Bråten, I. (2007). Working memory influences on reading comprehension
assessed with different measures. Paper presented at the biennial meeting of the
European Association for Research on Learning and Instruction, Budapest, Hungary.
Strømsø, H.I., & Bråten, I., & Samuelstuen, M.S. (2007). Assessing comprehension of single
and multiple texts by verification tasks. Paper presented at the annual meeting of the
Society for Text and Discourse, Glasgow, Scotland.
Storey, J., Britt, M.A., Wiemer-Hastings, P., & Bråten, I. (2007). A cross-disciplinary tool for
providing dynamic feedback on multiple document skills. Paper presented at the annual
meeting of the Society for Text and Discourse, Glasgow, Scotland.
Bråten, I., & Strømsø, H.I. (2007). Constructing meaning from multiple information sources:
Project aims, measures, findings, and work in progress. Paper presented at Research
Meeting on the Comprehension of Complex Documents: New Technologies and Uses of
Information, Laboratoire Langage, Mémoire, et Développement Cognitif, Université de
Poitiers, France.
Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2007). Effects of task and topic-specific
personal epistemology on superficial and deep understanding of multiple texts. Paper
presented at Research Meeting on the Comprehension of Complex Documents: New
Technologies and Uses of Information, Laboratoire Langage, Mémoire, et
Développement Cognitif, Université de Poitiers, France.
Bråten, I., Amundsen, A., & Samuelstuen, M.S. (2006). Poor readers—good learners: A study
of dyslexic readers learning with and without text. Paper presented at the EARLI SIG
meeting on Comprehension of Text and Graphics, Nottingham, UK.
Samuelstuen, M.S., Bråten, I., & Strømsø, H.I. (2006). The role of students’ note taking in the
writing of summaries from text. Paper presented at the EARLI SIG meeting on
Comprehension of Text and Graphics, Nottingham, UK.
Samuelstuen, M.S., & Bråten, I. (2006). Examining the validity of self-reports of strategy use by
comparing reports with traces. Paper presented at the annual meeting of the American
Educational Research Association, San Fransisco, USA, 2006.
Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2005). Personal epistemology and learning
within Internet technologies. Paper presented at the annual convention of the American
Psychological Association, Washington, DC, USA.
Olaussen, B.S., & Bråten, I. (2005). Tracking changes in academic motivation over the college
17
years. Paper presented at the biennial meeting of the European Association for Research
on Learning and Instruction, Nicosia, Cyprus.
Strømsø, H.I., & Bråten, I. (2005). Strategic processing of multiple texts among readers with
naive and sophisticated epistemological beliefs. Paper presented at the biennial meeting
of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.
Samuelstuen, M.S., & Bråten, I. (2005). Measuring cognitive and metacognitive learning
strategies: Can the results of global self-report questionnaires be trusted? Paper
presented at the biennial meeting of the European Association for Research on Learning
and Instruction, Nicosia, Cyprus.
Strømsø, H.I., & Bråten, I. (2005). The relationship between job values and achievement goals
among Norwegian post-secondary students. Paper presented at the annual meeting of the
Nordic Educational Research Association, Oslo, Norway.
Bråten, I., & Strømsø, H.I. (2004). Epistemological beliefs and the reading of multiple sources.
Paper presented at the EARLI SIG meeting on Comprehension of Text and Graphics:
Basic and Applied Issues, Valencia, Spain.
Samuelstuen, M.S., & Bråten, I. (2004). Self-regulated learning from text. Paper presented at
the EARLI SIG meeting on Comprehension of Text and Graphics: Basic and Applied
Issues, Valencia, Spain.
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. Paper presented at the biennial SELF Research Conference:
Self-Concept, Motivation, and Identity, Berlin, Germany.
Bråten, I., & Strømsø, H.I. (2004). Predicting achievement goal orientations with
epistemological beliefs and implicit theories of intelligence: A longitudinal investigation
of Norwegian post-secondary students. Paper presented at the annual meeting of the
American Educational Research Association, San Diego, USA.
Olaussen, B.S., & Bråten, I. (2004). Profiling individual differences in student motivation: A
longitudinal cluster-analytic investigation of Norwegian business administration
students. Paper presented at the annual meeting of the American Educational research
association, San Diego, USA.
Strømsø, H.I., & Bråten, I. (2003). Epistemological beliefs and implicit theories of intelligence
among Norwegian post-secondary students. Paper presented at the biennial meeting of
the European Association for Research on Learning and Instruction, Padova, Italy.
Olaussen, B.S., & Bråten, I. (2003). Profiling individual differences in students’ personal
interest, mastery goal orientation, task value, and perceived self-efficacy in different
academic contexts. Paper presented at the biennial meeting of the European Association
for Research on Learning and Instruction, Padova, Italy.
Samuelstuen, M.S., & Bråten, I. (2003). Reading purpose, topic knowledge, and strategic
processing of text. In L. Mason, S. Andreuzza, B. Arfe, & L. Del Favero (Eds.), Tenth
European Conference on Learning and Instruction. Abstract Volume (p. 659). Padova:
CLEUP.
Throndsen, I.S., & Bråten, I. (2003). Self-regulated learning of basic mathematics skills: A
longitudinal study. In L. Mason, S. Andreuzza, B. Arfe, & L. Del Favero (Eds.), Tenth
European Conference on Learning and Instruction. Abstract Volume (p. 259). Padova:
CLEUP.
Bråten, I., & Strømsø, H.I. (2002). Strategic processing of multiple sources. Paper presented at
the annual meeting of the American Educational Research Association, New Orleans,
USA.
Olaussen, B.S., & Bråten, I. (2002). Norwegian student teachers’ beliefs about the social
18
origins of their self-regulatory strategy use: Who were influential and in what way?
Paper presented at the Fourth International Conference on Teacher Education, Achva
College of Education, Israel.
Olaussen, B.S., & Bråten, I. (2001). Believe it or not: An interview study comparing Norwegian
college students’ beliefs about academic motivation to those of American students. Paper
presented at the biennial meeting of the European Association for Research on Learning
and Instruction, Fribourg, Switzerland.
Samuelstuen, M.S., & Bråten, I. (2001). Examining factorial structure and method effects when
using the Learning and Study Strategies Inventory—High School Version with
Norwegian students. Paper presented at the biennial meeting of the European Association
for Research on Learning and Instruction, Fribourg, Switzerland.
Bråten, I., & Olaussen, B.S. (2000). Understanding Norwegian college students’ performance
on the LASSI Motivation subscale and their beliefs about academic motivation: An
interview study. Paper presented at the annual meeting of the American Educational
Research Association, New Orleans, USA.
Bråten, I., & Olaussen, B.S. (1998). The learning and study strategies of Norwegian first-year
college students. Paper presented at the annual meeting of the American Educational
Research Association, San Diego, USA.
PUBLICATIONS IN NORWEGIAN
Books
Bråten, I. (red.) (2007). Leseforståelse: Lesing i kunnskapssamfunnet—teori og praksis.
Oslo: Cappelen Akademisk Forlag (Danish Edition 2008, Swedish Edition 2008).
Bråten, I. (red.) (2002). Læring - i sosialt, kognitivt og sosialt-kognitivt perspektiv. Oslo:
Cappelen Akademisk Forlag.
Bråten, I., & Olaussen, B.O. (1999). Strategisk læring: Teori og pedagogisk anvendelse. Oslo:
Cappelen Akademisk Forlag.
Bråten, I. (red.) (1996). Vygotsky i pedagogikken. Oslo: Cappelen Akademisk Forlag (Swedish
Edition 1998, Danish Edition 2006).
Bråten, I. (1994). Skriftspråkets psykologi: Om forholdet mellom lesing og skriving.
Kristiansand: Høyskoleforlaget.
Bråten, I. (1991). N = 1. Om å studere det enkelte individ i anvendt pædagogisk-psykologisk
forskning. København: Forlaget Skolepsykologi.
Bråten, I., & Henriksen, A.K. (1983). Kvalifikasjonsproblem i tilknytning til den pedagogisk-
psykologiske rådgivingstjenesten. Om utdanning av pedagogisk-psykologiske rådgivere.
Oslo: Skolepsykologi Monografi.
Book Chapters
Anmarkrud, Ø., & Bråten, I. (2012). God undervisning i lesestrategier - hva klasseroms-
forskningen har lært oss. I S. Matre & A. Skaftun (red.), Skriv! Les! Artikler fra den
første nordiske konferansen om lesing, skriving og literacy. Trondheim: Tapir
Akademika Forlag.
Bråten, I. (2011). Elevers læring 1 – 7. I M.B. Postholm, P. Haug, E. Munthe, & R.J.
Krumsvik (red.), Lærerarbeid for elevenes læring 1 – 7 (s. 41-59). Kristiansand:
Høyskoleforlaget.
19
Bråten, I. (2011). ). Elevers læring 5 – 10. I M.B. Postholm, P. Haug, E. Munthe, & R.J.
Krumsvik (red.), Lærerarbeid for elevenes læring 5 – 10 (s. 43-62). Kristiansand:
Høyskoleforlaget.
Anmarkrud, Ø., & Bråten, I. (2010). Læsemotivation og motiverende læseundervisning. I S.
Madsbjerg & H. R. Lund (red.), Læselyst og læring (s. 25-40). København: Dansk
Psykologisk Forlag.
Bråten, I. (2007). Leseforståelse—innledning og oversikt. I I. Bråten (red.), Leseforståelse:
Lesing i kunnskapssamfunnet—teori og praksis (s. 9-19). Oslo: Cappelen Akademisk
Forlag.
Bråten, I. (2007). Leseforståelse—komponenter, vansker og tiltak. I I. Bråten (red.),
Leseforståelse: Lesing i kunnskapssamfunnet—teori og praksis (s. 45-81). Oslo:
Cappelen Akademisk Forlag.
Bråten, I. & Strømsø, H.I. (2007). Forståelse av multiple tekster. I I. Bråten (red.),
Leseforståelse: Lesing i kunnskapssamfunnet—teori og praksis (s. 168-195). Oslo:
Cappelen Akademisk Forlag.
Strømsø, H.I. & Bråten, I. (2007). Forståelse av digitale tekster—nye utfordringer. I I. Bråten
(red.), Leseforståelse: Lesing i kunnskapssamfunnet—teori og praksis (s. 196-220).
Oslo: Cappelen Akademisk Forlag.
Weinstein, C.E., Bråten, I., & Andreassen, R. (2006). Læringsstrategier og selvregulert
læring. I E. Elstad & A. Turmo (red.), Læringsstrategier: Søkelys på lærernes praksis
(s. 27-54). Oslo: Universitetsforlaget.
Bråten, I., & Samuelstuen, M.S. (2005). Selvregulert tekstlæring. I E. Solerød (red), Lese-og
skriveopplæring som pedagogisk utfordring: Festskrift til Alfred Lie (ss.35-52). Halden:
Høgskolen i Østfold.
Bråten, I. (2002). Ulike perspektiver på læring. I I. Bråten (red.), Læring - i sosialt, kognitivt og
sosialt-kognitivt perspektiv (ss. 11-30). Oslo: Cappelen Akademisk Forlag.
Bråten, I. (2002). Selvregulert læring i sosialt-kognitivt perspektiv. I I. Bråten (red.), Læring - i
sosialt, kognitivt og sosialt-kognitivt perspektiv (ss. 164-193). Oslo: Cappelen Akademisk
Forlag.
Bråten, I. (1997). Staving. Utvikling, strategier og undervisning. I I. Austad (red.), Mening i
tekst (ss. 90-104). Oslo: Cappelen Akademisk Forlag.
Bråten, I. (1996). Om forholdet mellom lesing og skriving. I A.H. Wold (red.),
Skriftspråksutvikling: Om hvordan barn lærer å lese og skrive (ss. 191-220). Oslo:
Cappelen Akademisk Forlag.
Bråten, I. (1996). Om fonemets betydning i skriftspråkslæringen. I A.H. Wold (red.),
Skriftspråksutvikling: Om hvordan barn lærer å lese og skrive (ss. 145-167). Oslo:
Cappelen Akademisk Forlag.
Bråten, I. (1996). Om Vygotskys liv og lære. I I. Bråten (red.), Vygotsky i pedagogikken (ss. 13-
42). Oslo: Cappelen Akademisk Forlag.
Bråten, I. (1996). Vygotsky som forløper for metakognitiv teori. I I. Bråten (red.), Vygotsky i
pedagogikken (ss. 74-96). Oslo: Cappelen Akademisk Forlag.
Bråten, I. & Thurmann-Moe, A.C. (1996). Den nærmeste utviklingssonen som utgangspunkt for
pedagogisk praksis. I I. Bråten (red.), Vygotsky i pedagogikken (ss. 123-143). Oslo:
Cappelen Akademisk Forlag.
Ellertsen, B., Bråten, I. & Troland, K. (1993). Dysleksi. I B. Gjærum & B. Ellertsen (red.),
Hjerne og atferd. Utviklingsforstyrrelser hos barn og ungdom i et nevrobiologisk
perspektiv (ss. 216-231). Oslo: Universitetsforlaget.
Bråten, I. (1986). Kognitive strategier og ortografi. I T. Høien (red.), Ungdom med lesevansker.
Diagnostisering og pedagogiske tiltak (ss. 109 -148). Stavanger: Universitetsforlaget.
20
Journal Articles
Hagen, Å., & Bråten, I. (2015). Notatstrategier når studenter leser multiple tekster. Norsk
Pedagogisk Tidsskrift, 99, 28-41.
Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2014). Strategisk kildevurdering av multiple
tekster: Utbytterikt, men krevende. Norsk Pedagogisk Tidsskrift, 98, 47-57.
Bråten, I., & Strømsø, H.I. (2009). Multiple tekster—til innsikt og besvær. Norsk
Pedagogisk Tidsskrift, 93, 386-400.
Strømsø, H.I., Bråten, I., & Hagen, Å. (2008). Lesing på Web. Læsepædagogen, 56(1), 14-
19.
Bråten, I. (2007). Leseforståelse—om betydningen av forkunnskaper, forståelsesstrategier og
lesemotivasjon. Viden om læsning, 2, 3-11.
Bråten, I. (2007). Motivasjon og leseforståelse. Pedagogisk Profil, 14 (4), 16-19.
Bråten, I. (2006). Læring før og nå—perspektiver og utfordringer. Norsk Tidsskrift for
Logopedi, 52 (2), 14-18.
Strømsø, H.I., & Bråten, I. (2006). Lesing av Web-tekster. Norsk Pedagogisk Tidsskrift, 90,
334-346.
Bråten, I., & Samuelstuen, M.S. (2004). Selvregulert læring og tekstforståelse. UNIPED:
Tidsskrift for universitets- og høyskolepedagogikk, 27 (1), 4-15.
Olaussen, B.S., & Bråten, I. (2004). Motivasjonelle oppfatninger og selvregulert læring.
UNIPED: Tidsskrift for universitets- og høyskolpedagogikk, 27 (1), 28-39.
Strømsø, H.I., & Bråten, I. (2004). Personlig epistemologi og selvregulert læring. UNIPED:
Tidsskrift ofr universitets- og høyskolepedagogikk, 27 (1), 16-27.
Bråten, I. (2002). Indre motivasjon i individuelt og sosialt perspektiv. Pedagogisk Profil, 9 (4),
4-5.
Anmarkrud, Ø., Olaussen, B.S., & Bråten, I. (2002). Utvikling av selvregulert læring: En
beretning fra norske lærerstudenter. Norsk Pedagogisk Tidsskrift, 86, 403-415.
Haugen, A.M., & Bråten, I. (2001). Problematferd i skolen - oppfatter ansatte i PP-tjenesten og
lærere problematferd forskjellig? Nordisk Tidsskrift for Spesialpedagogikk, 79, 172-181.
Bråten, I. (1999). Selvregulert læring. Bedre Skole, 12 (3), 25-30.
Mælan, E.N., & Bråten, I. (1998). Metakognitiv kompetanse og strategibruk hos
universitetsstudenter med lese- og skrivevansker. Nordisk Tidsskrift for
Spesialpedagogikk, 76, 102-113.
Bråten, I. (1997). Rettskrivingsvansker ved afasi. Kan kognitiv strategitrening hjelpe? Nordisk
Tidsskrift for Spesialpedagogikk, 75, 20-31.
Andreassen, R., Lie, A., & Bråten, I. (1997). Fritidslesing og ortografisk ferdighet hos norske
tredje- og fjerdeklassinger. Nordisk Tidsskrift for Spesialpedagogikk, 75, 164-172.
Bråten, I. (1997). Leseforståelse. Nordisk Pedagogik, 17, 108-123.
Bråten, I., & Olaussen, B.S. (1997). Lærings- og studiestrategier i høgre utdanning. Norsk
Pedagogisk Tidsskrift, 81, 306-318.
Bråten, I., & Thurmann-Moe, A.C. (1995). Den nærmeste utviklingssonen som utgangspunkt
for pedagogisk praksis. Norsk Pedagogisk Tidsskrift, 79, 140-151.
Bråten, I. (1992). Strategisk læring av rettskrivingsferdigheter. Et teorigrunnlag, et
treningsprogram og en kasusstudie. Nordisk Tidsskrift for Spesialpedagogikk, 70, 88-97.
Bråten, I. (1991). Lese- og rettskrivingsvansker: Et biologisk perspektiv. Nordisk Psykologi, 43,
219-234.
Bråten, I. (1991). Vygotsky som forløper for metakognitiv teori. Norsk Pedagogisk Tidsskrift,
75, 339-348.
Bråten, I. (1987). Analyse av leseprosessen - diagnostisering av lesevansker. Spesialpedagogikk,
21
36 (5), 12-19.
Bråten, I. (1986). Ortografisk problemløsning: Hva må læres og hvordan? Spesialpedagogikk,
35 (6), 10-21 og 47.
Bråten, I. (1986). Den pedagogisk-psykologiske rådgivingstjenesten og organisasjonsutvikling –
splint og bjelke. Tidsskrift for Norsk Cand. Paed. Forening, 2 (2), 4-35.
Bråten, I. (1986). Den pedagogisk-psykologiske rådgivingstjenesten og organisasjonsutvikling –
splint og bjelke. Nordisk Tidsskrift for Spesialpedagogikk, 64, 253-287.
Bråten, I. (1985). Ortografisk kompetanse - fonetiske og ikke-fonetiske ord. Nordisk Tidsskrift
for Spesialpedagogikk, 63, 163-173.
Bråten, I. (1985). Begreps- og språkrettet undervisning som tiltak for å forebygge og behandle
lese- og rettskrivingsproblemer. Skolepsykologi (dansk), 22, 124-161.
Bråten, I. (1984). Språklig mediasjon og skriftspråklige vansker. Verbale selvinstruksjoner som
medierende strategi ved læring av ikke-fonetiske ord: Del 1. Nordisk Tidsskrift for
Spesialpedagogik, 62, 211-235.
Bråten, I. (1984). Språklig mediasjon og skriftspråklige vansker. Verbale selvinstruksjoner som
medierende strategi ved læring av ikke-fonetiske ord: Del 2. Nordisk Tidsskrift for
Spesialpedagogikk, 62, 290-316.
Bråten, I., & Henriksen, A.K. (1984). Den pedagogisk-psykologiske rådgivingstjenesten: Om
kvalifikasjonsanalyse og utdanningens innhold. Noen nødvendige presiseringer.
Skolepsykologi (norsk), 19 (1), 28-45.
Bråten, I. (1981). Dyslexi, visuell dyslexi og læring av ikke-fonetiske ord. En kritisk drøfting og
et forslag. Nordisk Tidsskrift for Specialpædagogik, 59, 290-307.
Bråten, I., & Henriksen, A.K. (1981). Tilpasset opplæring i form av systematisk
begrepsundervisning. Problemer og perspektiver. Spesialpedagogikk, 30 (8), 22-33.
RESEARCH REPORTS IN SERIES
Bråten, I., Strømsø, H.I., & Olaussen, B.S. (2003). Self-Regulated Learning and the Use of
Information and Communications Technology in Norwegian Teacher Education: The
Project ICT as a Factor of Change in Teacher Education. Halden: Østfold University
College Report, 2003: 4.
Bråten, I., & Olaussen, B.S. (2000). Learning in college. The learning and study strategies of
Norwegian college students: A series of empirical investigations and a cross-cultural
perspective. Report no 1 2000. Oslo: University of Oslo, Institute for Educational
Research.
Bråten, I., & Olaussen, B.S. (1997). Strategisk læring hos høgskolestudenter. En foreløpig
rapport. HiO-rapport 1997 nr 3. Oslo: Høgskolen i Oslo.
Bråten, I., Lie, A., & Andreassen, R. (1997). Home literacy environment, leisure time reading
and orthographic processing among Norwegian elementary school children. Report no. 6
1997. Oslo: University of Oslo, Institute for Educational Research.
Bråten, I. (1996). Cognitive strategies in mathematics. Report no. 10 1996. Oslo: University of
Oslo, Institute for Educational Research.
Bråten, I. (1991). Kognitive strategier og ortografi: Bind I. Rapport nr. 6 1991. Oslo:
Universitetet i Oslo, Pedagogisk forskningsinstitutt.
Bråten, I. (1991). Kognitive strategier og ortografi: Bind II. Rapport nr. 7 1991. Oslo:
Universitetet i Oslo, Pedagogisk forskningsinstitutt.
Bråten, I. (1991). Lese- og skrivevansker i biologisk perspektiv. Rapport nr. 1 1991. Oslo:
Universitetet i Oslo, Pedagogisk forskningsinstitutt.
Bråten, I. (1991). N = 1. Om å studere det enkelte individ i anvendt pedagogisk-psykologisk
22
forskning. Rapport nr. 3 1991. Oslo: Universitetet i Oslo, Pedagogisk forskningsinstitutt.
Bråten, I. (1987). Analyse av leseprosessen. Rapport nr. 4 1987. Oslo: Universitetet i Oslo,
Pedagogisk forskningsinstitutt.
Bråten, I., & Henriksen, A.K. (1983). Kvalifikasjonsproblem i tilknytning til den pedagogisk-
psykologiske rådgivingstjenesten. Om utdanning av pedagogisk-psykologiske rådgivere.
Rapport nr. 1 1983. Oslo: Universitetet i Oslo, Pedagogisk forskningsinstitutt.
Bråten, I. (1982). Angst og evaluering. Test-angst-forskningens bakgrunn i eksperimentell
læringspsykologi. Rapport nr. 1. 1982. Oslo: Universitetet i Oslo, Pedagogisk
forskningsinstitutt.
DISSERTATIONS AND UNPUBLISHED MANUSCRIPTS
Olaussen, B.S., & Bråten, I. (2002). Motivation in context: An interview study of Norwegian
college students' beliefs about academic motivation. Unpublished manuscript. Oslo:
University of Oslo, Institute for Educational Research.
Bråten, I., & Olaussen, B.S. (2000). Cross-cultural differences in academic motivational beliefs
as reflections of different measuring instruments. Unpublished manuscript. Oslo:
University of Oslo, Institute for Educational Research.
Bråten, I. & Olaussen, B.S. (2000). Comparing motivational beliefs across cultures: Norway
and the United States. Unpublished manuscript. Oslo: University of Oslo, Institute for
Educational Research.
Olaussen, B.S., & Bråten, I. (2000). An interview study of Norwegian college students' beliefs
about academic motivation. Unpublished manuscript. Oslo: University of Oslo, Institute
for Educational Research.
Bråten, I., & Olaussen, B.S. (1998). The relationship between motivational beliefs and learning
strategy use among Norwegian college students: A replication study. Unpublished
manuscript. Oslo: University of Oslo, Institute for Educational Research.
Bråten, I., & Olaussen, B.S. (1997). Autonomy and learning strategy use among Norwegian
college students. Unpublished manuscript. Oslo: University of Oslo, Institute for
Educational Research.
Bråten, I. (1990). Kognitive strategier og ortografi. Et teoretisk perspektiv og en dybdestudie.
Upublisert doktoravhandling. Oslo: Universitetet i Oslo, Pedagogisk forskningsinstitutt .
Bråten, I. (1983). Innføring i Freuds psykoanalytiske teori. Upublisert manuskript. Oslo:
Universitetet i Oslo, Pedagogisk forskningsinstitutt.
Bråten, I. (1980). Klient-sentrert terapi som systematisk desensitivisering. En sammenliknende
studie av to behandlingsmodeller med siktemål å redusere angst. Upublisert manuskript.
Oslo: Universitetet i Oslo, Pedagogisk forskningsinstitutt.
Haugen, R., & Bråten, I. (1980). Begrepsundervisning og konsekvensgiving. Fra M. Nyborg til
B.F. Skinner. Oslo: Torshov skole.
Bråten, I. (1979). Angst som lært driv. Synet på angst hos Neal E. Miller - presentasjon og
diskusjon. Upublisert cand. paed. avhandling. Oslo: Universitetet i Oslo, Pedagogisk
forskningsinstitutt.