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espanolIntroduccion. El ojetivo de este estudio fue analizar el papel de las creencias epistemologicas y de lectura en la comprension de multiples textos que presentan posiciones contradictorias sobre un tema controvertido (la energia nuclear). En concreto, se investigo la influencia de la configuracion multidimensional de creencias epistemologicas y de lectura en la comprension de multiples textos. Metodo. En el estudio participaron 476 estudiantes universitarios de dos universidades espanolas y de distintas titulaciones (Humanidades, Ciencias de la Salud, Arquitectura e Ingenieria). Durante una clase se aplico el Epistemological Beliefs Questionnaire (EQEBI) y el Reader Belief Questionnaire. En la siguiente, los participantes contestaron el cuestionario de conocimiento previo y realizaron la tarea de comprension a partir de multiples textos. Resultados. Se identificaron dos perfiles de creencias a traves de un analisis de cluster: sofisticado, en el que las creencias epistemologicas sofisticadas estan asociadas con creencias sobre la lectura mas transaccionales y con las menos transmisivas; e ingenuo, en el que las creencias epistemologicas mas ingenuas estan asociadas con creencias sobre la lectura menos trasaccionales y con las mas transmisivas. Se encontraron relaciones entre los perfiles y el genero y el dominio de conocimiento. Los resultados muestran tambien que, una vez controlado el conocimiento previo, los estudiantes con creencias epistemologicas y de lectura mas sofisticadas obtienen mejores resultados en la tarea de comprension a partir de multiples textos que aquellos que responden a un perfil ingenuo. Conclusion. Segun los resultados, que coinciden con los de otros estudios, interpretariamos que los estudiantes que conciben el conocimiento de una manera mas sofisticada tienden a considerar la lectura menos como un proceso transmisivo y mas como una transformacion del conocimiento; por ello realizan una comprension mas profunda de las diferentes fuentes y esto favorece su capacidad de procesar informacion y hacer inferencias –en un nivel tanto inter como intra textual. EnglishIntroduction. The aim of this study was to analyse the role of epistemological beliefs and reading beliefs in the comprehension of multiple texts which presented conflicting positions about a controversial topic (nuclear energy). More specifically, we investigated the influence of the multidimensional configuration of epistemological and reading beliefs on multiple text comprehension. Method. The participants were 476 university students from two different Spanish universities, and diverse studies (Humanities, Health Sciences, Architecture and Engineering). In a whole-class session, the Epistemological Beliefs Questionnaire (EQEBI) and the Reader Belief Questionnaire were first administered. In the second part of the session participants completed the prior knowledge questionnaire and performed the multiple text comprehension task. Results. Using cluster analysis we identified two distinct beliefs profiles: sophisticated, in which the more sophisticated epistemological beliefs were associated to more transactional and less transmissive reading beliefs; and naive, in which the more naive epistemological beliefs were associated to less transactional and more transmissive reading beliefs. Relationships were found between profiles and gender and domain of knowledge. In addition, after controlling prior knowledge, students with a more sophisticated epistemological and reading beliefs’ profile obtained a higher level of multiple text comprehension than those with a more naive profile. Conclusion. Consistent with prior research, we may interpret that students who understand knowledge in a more sophisticated way tend to view reading less as a transmissive process and more transforming of knowledge; therefore, they get involved in a deeper comprehension of the different sources and this favours their ability to process information and make inferences – at an intra and inter textual level.

Epistemological and reading beliefs profiles and their role in multiple text comprehension