The association between sourcing skills and intertextual integration in lower secondary school students

IF 2.8 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2023-10-12 DOI:10.1007/s10212-023-00750-0

Oriana Incognito, Christian Tarchi

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引用次数: 0

Abstract

Abstract Sourcing and intertextual integration skills are critical to the development of young students’ digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author’s expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author’s competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources.

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初中学生信息源技能与互文整合的关系

来源和互文整合技能对青年学生数字素养技能的发展至关重要。采购技能包括识别来源参数(例如，识别作者、出版日期、出版商)和分析作者的专业知识。本研究的目的是调查学生在文献选择中使用的哪一种来源技能与互文整合技能最相关。共有165名初中在校生参与了研究。学生们完成了采购清单、互文整合任务(在阅读多个文本后)和控制变量测量(先验知识、先验信念和文本理解)。探索性因子分析的结果显示了来源识别、作者能力和网站选择判断三个维度。此外，层次回归显示，在控制了控制变量的影响后，作者能力是与互文整合技能相关的唯一来源因素。这些结果表明，即使是年龄较小的学生在选择用于作业的文本时也会注意作者的专业知识，这样做可以提高他们整合不同来源信息的能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.