A1 Journal article (refereed)
Adolescents’ credibility justifications when evaluating online texts (2022)

Kiili, C., Bråten, I., Strømsø, H. I., Hagerman, M. S., Räikkönen, E., & Jyrkiäinen, A. (2022). Adolescents’ credibility justifications when evaluating online texts. Education and Information Technologies, 27(6), 7421-7450. https://doi.org/10.1007/s10639-022-10907-x

JYU authors or editors

Publication details

All authors or editors: Kiili, Carita; Bråten, Ivar; Strømsø, Helge I.; Hagerman, Michelle Schira; Räikkönen, Eija; Jyrkiäinen, Anne

Journal or series: Education and Information Technologies

ISSN: 1360-2357

eISSN: 1573-7608

Publication year: 2022

Publication date: 10/02/2022

Volume: 27

Issue number: 6

Pages range: 7421-7450

Publisher: Springer

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1007/s10639-022-10907-x

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/79794


Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online evaluation tasks. This study extended current knowledge by examining students’ abilities to justify the credibility of online texts from different perspectives, thus providing a more nuanced understanding of students’ credibility evaluation ability. We examined how upper secondary school students (N = 73; aged 16 to 17) evaluated author expertise, author intention, the publication venue, and the quality of evidence when reading four texts about the effects of sugar consumption in a web-based environment. Additionally, we examined how students’ prior topic knowledge, Internet-specific justification beliefs, and time on task were associated with their credibility justifications. Students evaluated author expertise, author intention, the venue, and the quality of evidence for each text on a six-point scale and provided written justifications for their evaluations. While students’ credibility evaluations were quite accurate, their credibility justifications lacked sophistication. Inter-individual differences were considerable, however. Regression analysis revealed that time on task was a statistically significant unique predictor of students’ credibility justifications. Instructional implications are discussed.

Keywords: information sources; online material; credibility; evaluation; source criticism; conception of knowledge; young people; general upper secondary school students

Free keywords: sourcing; credibility justification; online evaluation; adolescents; epistemic beliefs; internet-specific epistemic justification beliefs; behavioral engagement

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 1

Last updated on 2023-10-01 at 14:20