Multiple Document Comprehension of University Students

Schoor, Cornelia; Hahnel, Carolin; Mahlow, Nina; Klagges, J.; Kroehne, Ulf; Goldhammer, Frank; Artelt, Cordula

doi:10.1007/978-3-658-27886-1_11

Cited by 9 publications

(16 citation statements)

References 41 publications

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“…Even though disciplines differ in the extent to which they require students to handle multiple documents, there are indications that MDC develops positively during the course of university studies (von der Mühlen et al, 2016). This is in line with Schoor et al (2020b), who found that master's students outperform bachelor's students on MDC-related tasks. Thus, MDC is a competence that seems to develop in school and is needed in order to successfully graduate from university, since university graduates should be able to gather, evaluate and interpret relevant information and derive scientifically sound judgments.…”

Section: Multiple Document Comprehensionsupporting

confidence: 61%

“…Studies suggest that upper elementary school children are already capable of processing multiple documents (Beker et al, 2019;Florit et al, 2019). Schoor et al (2020b) found that the MDC of university students correlated statistically significant with their final school exam grades, indicating that high-performing students performed better in an MDC test than low-performing students. Britt and Aglinskas (2002) provided high school and college students with training in handling multiple documents and found that MDC can be modified.…”

Section: Multiple Document Comprehensionmentioning

confidence: 99%

“…To date, most studies have assessed MDC by means of essays or intertextual inference verification tasks (for an overview see Primor and Katzir, 2018; for an exception see Schoor et al, 2020b). Essay tasks are defined as expressive tasks in which participants have to write a summary based on multiple documents they have read.…”

Section: Multiple Document Comprehensionmentioning

confidence: 99%

“…There is evidence that a large number of students have problems with the demands of processing more than a single text (for an overview see . However, there are studies indicating that MDC can be improved through interventions (Britt and Aglinskas, 2002) and that it increases over the course of students' university studies (Schoor et al, 2020b;von der Mühlen et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…To measure STC, a standardized and approved instrument from the National Educational Panel Study that taps important cognitive requirements for reading was used (Gehrer et al, 2013). Both MDC and STC are abilities that students should learn in school before entering university, but it can be expected that they further develop during students' university studies (e.g., Schoor et al, 2020b;von der Mühlen et al, 2016, for MDC). Due to our focus on MDC, we also examined the relation between MDC test scores and students' level of university studies, final school exam grades and university performance.…”

Section: Introductionmentioning

confidence: 99%

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More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents

et al. 2020

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The digital revolution has made a multitude of text documents from highly diverse perspectives on almost any topic easily available. Accordingly, the ability to integrate and evaluate information from different sources, known as multiple document comprehension, has become increasingly important. Because multiple document comprehension requires the integration of content and source information across texts, it is assumed to exceed the demands of single text comprehension due to the inclusion of two additional mental representations: the integrated situation model and the intertext model. To date, there is little empirical evidence on commonalities and differences between single text and multiple document comprehension. Although the relationships between single text and multiple document comprehension can be well distinguished conceptually, there is a lack of empirical studies supporting these assumptions. Therefore, we investigated the dimensional structure of single text and multiple document comprehension with similar test setups. We examined commonalities and differences between the two forms of text comprehension in terms of their relations to final school exam grades, level of university studies and university performance. Using a sample of n = 501 students from two German universities, we jointly modeled single text and multiple document comprehension and applied a series of regression models. Concerning the relationship between single text and multiple document comprehension, confirmatory dimensionality analyses revealed the best fit for a model with two separate factors (latent correlation: 0.84) compared to a two-dimensional model with cross-loadings and fixed covariance between the latent factors and a model with a general factor. Accordingly, the results indicate that single text and multiple document comprehension are separable yet correlated constructs. Furthermore, we found that final school exam grades, level of university studies and prior university performance statistically significant predicted both single text and multiple document comprehension and that expected future university performance was predicted by multiple document

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Section: Multiple Document Comprehensionsupporting

confidence: 61%

Section: Multiple Document Comprehensionmentioning

confidence: 99%

Section: Multiple Document Comprehensionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents

et al. 2020

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Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach

List

2020

Reading Research Quarterly

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Given limited work modeling the role of individual difference factors and processing variables in students’ learning from multiple texts, the author evaluates such a model. In particular, the model analyzed examines the relation between cognitive (i.e., habits with regard to information evaluation) and affective (i.e., interest) individual difference factors and multiple‐text outcomes (i.e., integrated mental model development and intertext model development, as facets of multiple‐text integration), as mediated by students’ processing of multiple texts (i.e., time on texts, engagement in cross‐textual elaboration). Interest and time devoted to text access were found to have a direct effect on integrated mental model formation, whereas time and students’ engagement in cross‐textual elaboration had a direct effect on intertext model development. Additionally, time on texts mediated the relation between both individual difference factors and the integration‐related outcomes examined. Implications for theory development and research on learning from multiple texts are discussed.

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The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis

Wei,

Zhang,

Clariana

et al. 2023

Education Tech Research Dev

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Multiple Document Comprehension of University Students

Cited by 9 publications

References 41 publications

More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents

More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents

Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach

The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis

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