Effects of a classroom intervention on college students’ sourcing skills: replication and extension study

Autores
Martínez, Magalí Ayelén; Saux, Gastón Ignacio; Londra, Franco; Burin, Débora
Año de publicación
2024
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Fil: Martínez, Magalí Ayelén. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Martínez, Magalí Ayelén. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Saux, Gastón Ignacio. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Saux, Gastón Ignacio. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Fil: Londra, Franco. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Londra, Franco. Pontificia Universidad Católica Argentina; Argentina
Fil: Burin, Débora. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Burin, Débora. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Abstract: We adapted and evaluated the effects of a classroom intervention (extension of https://doi.org/10.1016/j.learninstruc.2018.04.006) on undergraduates’ sourcing skills. Students (n = 266) received either a teacher-led intervention (trained group) or regular classes (control group) and were assessed before, after, and 6 to 8 weeks after the intervention. Additionally, we included an ecological indicator: the quality of references in a high-stakes team essay. Overall, the intervention group outperformed controls in both post-tests: They gave lower ratings for bad quality links and used source-based criteria more often to select a text deemed as more reliable when reading two conflicting documents. They also included better quality references in their essays (i.e. references applying the targeted source dimensions) and avoided lesser quality ones (i.e. references overlooking those dimensions). No differences were found in the mention of sources in a far transfer argumentation. We discuss that the intervention improved students’ sourcing skills even in long-term generalized tasks.
Fuente
Discourse Processes. 2024
Materia
HABILIDADES COGNITIVAS
ESTUDIANTES UNIVERSITARIOS
INTERVENCION PSICOPEDAGOGICA
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
Repositorio Institucional (UCA)
Institución
Pontificia Universidad Católica Argentina
OAI Identificador
oai:ucacris:123456789/18349
Acceder
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oai_identifier_str oai:ucacris:123456789/18349
network_acronym_str RIUCA
repository_id_str 2585
network_name_str Repositorio Institucional (UCA)
spelling Effects of a classroom intervention on college students’ sourcing skills: replication and extension studyMartínez, Magalí AyelénSaux, Gastón IgnacioLondra, FrancoBurin, DéboraHABILIDADES COGNITIVASESTUDIANTES UNIVERSITARIOSINTERVENCION PSICOPEDAGOGICAFil: Martínez, Magalí Ayelén. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Martínez, Magalí Ayelén. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Saux, Gastón Ignacio. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Saux, Gastón Ignacio. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; ArgentinaFil: Londra, Franco. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Londra, Franco. Pontificia Universidad Católica Argentina; ArgentinaFil: Burin, Débora. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Burin, Débora. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaAbstract: We adapted and evaluated the effects of a classroom intervention (extension of https://doi.org/10.1016/j.learninstruc.2018.04.006) on undergraduates’ sourcing skills. Students (n = 266) received either a teacher-led intervention (trained group) or regular classes (control group) and were assessed before, after, and 6 to 8 weeks after the intervention. Additionally, we included an ecological indicator: the quality of references in a high-stakes team essay. Overall, the intervention group outperformed controls in both post-tests: They gave lower ratings for bad quality links and used source-based criteria more often to select a text deemed as more reliable when reading two conflicting documents. They also included better quality references in their essays (i.e. references applying the targeted source dimensions) and avoided lesser quality ones (i.e. references overlooking those dimensions). No differences were found in the mention of sources in a far transfer argumentation. We discuss that the intervention improved students’ sourcing skills even in long-term generalized tasks.Routledge2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfhttps://repositorio.uca.edu.ar/handle/123456789/1834910.1080/0163853X.2024.2339738Martínez, M. A., Saux, G. A., Saux, G., Burin, D. Effects of a classroom intervention on college students’ sourcing skills: replication and extension study [en línea]. Discourse Processes. 2024. doi: 10.1080/0163853X.2024.2339738. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/18349Discourse Processes. 2024reponame:Repositorio Institucional (UCA)instname:Pontificia Universidad Católica Argentinaenginfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/4.0/2025-07-03T10:59:51Zoai:ucacris:123456789/18349instacron:UCAInstitucionalhttps://repositorio.uca.edu.ar/Universidad privadaNo correspondehttps://repositorio.uca.edu.ar/oaiclaudia_fernandez@uca.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:25852025-07-03 10:59:51.91Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentinafalse
dc.title.none.fl_str_mv Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
title Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
spellingShingle Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
Martínez, Magalí Ayelén
HABILIDADES COGNITIVAS
ESTUDIANTES UNIVERSITARIOS
INTERVENCION PSICOPEDAGOGICA
title_short Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
title_full Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
title_fullStr Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
title_full_unstemmed Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
title_sort Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
dc.creator.none.fl_str_mv Martínez, Magalí Ayelén
Saux, Gastón Ignacio
Londra, Franco
Burin, Débora
author Martínez, Magalí Ayelén
author_facet Martínez, Magalí Ayelén
Saux, Gastón Ignacio
Londra, Franco
Burin, Débora
author_role author
author2 Saux, Gastón Ignacio
Londra, Franco
Burin, Débora
author2_role author
author
author
dc.subject.none.fl_str_mv HABILIDADES COGNITIVAS
ESTUDIANTES UNIVERSITARIOS
INTERVENCION PSICOPEDAGOGICA
topic HABILIDADES COGNITIVAS
ESTUDIANTES UNIVERSITARIOS
INTERVENCION PSICOPEDAGOGICA
dc.description.none.fl_txt_mv Fil: Martínez, Magalí Ayelén. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Martínez, Magalí Ayelén. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Saux, Gastón Ignacio. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Saux, Gastón Ignacio. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Fil: Londra, Franco. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Londra, Franco. Pontificia Universidad Católica Argentina; Argentina
Fil: Burin, Débora. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Burin, Débora. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Abstract: We adapted and evaluated the effects of a classroom intervention (extension of https://doi.org/10.1016/j.learninstruc.2018.04.006) on undergraduates’ sourcing skills. Students (n = 266) received either a teacher-led intervention (trained group) or regular classes (control group) and were assessed before, after, and 6 to 8 weeks after the intervention. Additionally, we included an ecological indicator: the quality of references in a high-stakes team essay. Overall, the intervention group outperformed controls in both post-tests: They gave lower ratings for bad quality links and used source-based criteria more often to select a text deemed as more reliable when reading two conflicting documents. They also included better quality references in their essays (i.e. references applying the targeted source dimensions) and avoided lesser quality ones (i.e. references overlooking those dimensions). No differences were found in the mention of sources in a far transfer argumentation. We discuss that the intervention improved students’ sourcing skills even in long-term generalized tasks.
description Fil: Martínez, Magalí Ayelén. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://repositorio.uca.edu.ar/handle/123456789/18349
10.1080/0163853X.2024.2339738
Martínez, M. A., Saux, G. A., Saux, G., Burin, D. Effects of a classroom intervention on college students’ sourcing skills: replication and extension study [en línea]. Discourse Processes. 2024. doi: 10.1080/0163853X.2024.2339738. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/18349
url https://repositorio.uca.edu.ar/handle/123456789/18349
identifier_str_mv 10.1080/0163853X.2024.2339738
Martínez, M. A., Saux, G. A., Saux, G., Burin, D. Effects of a classroom intervention on college students’ sourcing skills: replication and extension study [en línea]. Discourse Processes. 2024. doi: 10.1080/0163853X.2024.2339738. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/18349
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Routledge
publisher.none.fl_str_mv Routledge
dc.source.none.fl_str_mv Discourse Processes. 2024
reponame:Repositorio Institucional (UCA)
instname:Pontificia Universidad Católica Argentina
reponame_str Repositorio Institucional (UCA)
collection Repositorio Institucional (UCA)
instname_str Pontificia Universidad Católica Argentina
repository.name.fl_str_mv Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentina
repository.mail.fl_str_mv claudia_fernandez@uca.edu.ar
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score 13.13397

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