Previous evaluation studies have rarely used authentic online texts and investigated upper secondary school students' use of evaluation criteria and deep reasoning. The associations between internet-specific epistemic justifications for knowing and credibility evaluation of online texts are not yet fully understood among adolescents. This study investigated upper secondary school students' (N = 372) abilities to evaluate self-selected authentic online texts and the role of internet-specific epistemic justifications in students' evaluation performance when solving a health-related information problem. Students selected three texts with Google Custom Search Engine and evaluated their credibility. Students' evaluation performance across the three texts was determined according to the different aspects evaluated (author, venue, intentions, evidence and corroboration) and the depth of their evaluations. Students also filled in the Internet-Specific Epistemic Justifications (ISEJ) inventory previously validated with pre-service teachers. The results revealed considerable differences in students' abilities to evaluate online texts. Students' beliefs in justification by authority and justification by multiple sources positively predicted their evaluation performance similarly in both topics. The findings suggest that the ISEJ inventory is also valid for upper secondary school students. Students should be explicitly taught to evaluate different credibility aspects and scaffolded to deeply engage with online information.

中文翻译：

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学生评估在线文本可信度的能力：特定于互联网的认知论证的作用

以往的评价研究很少使用真实的网络文本，而是调查了高中生使用评价标准和深度推理的情况。青少年尚未完全理解互联网特定的认知理由与在线文本的可信度评估之间的关联。本研究调查了高中生（N = 372) 评估自选真实在线文本的能力，以及在解决与健康相关的信息问题时，特定于互联网的认知论证在学生评估表现中的作用。学生使用谷歌自定义搜索引擎选择了三篇文章并评估了他们的可信度。学生对三篇课文的评价表现是根据评价的不同方面（作者、地点、意图、证据和佐证）和评价的深度来确定的。学生还填写了先前与职前教师验证的特定于互联网的认知理由 (ISEJ) 清单。结果表明，学生评估在线文本的能力存在显着差异。学生们' 对权威论证和多个来源论证的信念在这两个主题中类似地预测了他们的评估表现。研究结果表明，ISEJ 清单也适用于高中生。应明确教导学生评估不同的可信度方面，并为深入接触在线信息提供支持。