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Behavioral Engagement Mediates the Relationship between Main Idea Summarization and Multiple Document Comprehension

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Title: Behavioral Engagement Mediates the Relationship between Main Idea Summarization and Multiple Document Comprehension
Language: English
Authors: Ymkje E. Haverkamp (ORCID 0000-0001-9127-002X), Ivar Bråten (ORCID 0000-0002-9242-9087), Natalia Latini, Helge I. Strømsø
Source: Literacy Research and Instruction. 2025 64(4):469-488.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Concept Formation, Documentation, College Students, Reading Comprehension, Controversial Issues (Course Content), Science and Society, Writing (Composition), Paragraph Composition, Prior Learning, Learner Engagement, Information Sources, Foreign Countries, Reading Tests, Cloze Procedure
Geographic Terms: Norway
DOI: 10.1080/19388071.2024.2414027
ISSN: 1938-8071
Abstract: This study examined direct and indirect relationships between main idea summarization and multiple document comprehension when university students read four conflicting documents on the controversial socio-scientific issue of sun exposure and health. Main idea summarization was measured by having participants summarize the main idea of each paragraph in writing when reading the documents, and participants' multiple document comprehension was measured by analyzing their post-reading written reports about the issue in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results showed that paragraph main idea summarization uniquely predicted multiple document comprehension when variance associated with reading comprehension skills and prior knowledge were controlled for. Moreover the relationship between main idea summarization and multiple document comprehension was partially mediated by participants' behavioral engagement during the written comprehension assessment, which was operationalized as the extent of their written responses. Theoretical interpretations and practical implications of these findings are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490677
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Ymkje+E%2E+Haverkamp%22">Ymkje E. Haverkamp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9127-002X">0000-0001-9127-002X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ivar+Bråten%22">Ivar Bråten</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9242-9087">0000-0002-9242-9087</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natalia+Latini%22">Natalia Latini</searchLink><br /><searchLink fieldCode="AR" term="%22Helge+I%2E+Strømsø%22">Helge I. Strømsø</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Literacy+Research+and+Instruction%22"><i>Literacy Research and Instruction</i></searchLink>. 2025 64(4):469-488.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This study examined direct and indirect relationships between main idea summarization and multiple document comprehension when university students read four conflicting documents on the controversial socio-scientific issue of sun exposure and health. Main idea summarization was measured by having participants summarize the main idea of each paragraph in writing when reading the documents, and participants' multiple document comprehension was measured by analyzing their post-reading written reports about the issue in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results showed that paragraph main idea summarization uniquely predicted multiple document comprehension when variance associated with reading comprehension skills and prior knowledge were controlled for. Moreover the relationship between main idea summarization and multiple document comprehension was partially mediated by participants' behavioral engagement during the written comprehension assessment, which was operationalized as the extent of their written responses. Theoretical interpretations and practical implications of these findings are discussed.
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  Data: 2025
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  Data: EJ1490677
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