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

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Title: Effects of a classroom intervention on college students' sourcing skills: replication and extension study.
Authors: Martínez, Magalí Ayelén (AUTHOR), Saux, Gaston (AUTHOR), Londra, Franco (AUTHOR), Burin, Debora I. (AUTHOR)
Source: Discourse Processes. Apr-Jun2024, Vol. 61 Issue 4/5, p255-280. 26p.
Subjects: College students, Bioindicators, Classrooms, Pre-tests & post-tests, Control groups, Multiple criteria decision making
Abstract: We adapted and evaluated the effects of a classroom intervention (extension of ) 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. [ABSTRACT FROM AUTHOR]
Copyright of Discourse Processes is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of a classroom intervention on college students' sourcing skills: replication and extension study.
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  Data: <searchLink fieldCode="AR" term="%22Martínez%2C+Magalí+Ayelén%22">Martínez, Magalí Ayelén</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Saux%2C+Gaston%22">Saux, Gaston</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Londra%2C+Franco%22">Londra, Franco</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burin%2C+Debora+I%2E%22">Burin, Debora I.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Discourse+Processes%22">Discourse Processes</searchLink>. Apr-Jun2024, Vol. 61 Issue 4/5, p255-280. 26p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Bioindicators%22">Bioindicators</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+criteria+decision+making%22">Multiple criteria decision making</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We adapted and evaluated the effects of a classroom intervention (extension of ) 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Discourse Processes is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=178152371
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      – Type: doi
        Value: 10.1080/0163853X.2024.2339738
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      – Code: eng
        Text: English
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        PageCount: 26
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      – SubjectFull: College students
        Type: general
      – SubjectFull: Bioindicators
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Pre-tests & post-tests
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      – SubjectFull: Control groups
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      – SubjectFull: Multiple criteria decision making
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      – TitleFull: Effects of a classroom intervention on college students' sourcing skills: replication and extension study.
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            NameFull: Londra, Franco
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            – D: 01
              M: 04
              Text: Apr-Jun2024
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              Y: 2024
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