Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment

Fendt, Marvin ; Muth, Xenia und Edelsbrunner, Peter Adriaan (2025): Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment. In: Learning and Individual Differences, Vol. 124, 102782

Abstract

Critical evaluation of source credibility is essential in today’s digital landscape but often requires explicit instruction. Our meta-analysis synthesizes findings from 64 controlled experimental studies to assess the effectiveness of four different intervention approaches (i.e., historical thinking, multiple document literacy, sourcing, and lateral reading) to foster source credibility assessment. Source credibility assessment interventions were overall effective (g=042,p<.001), with lateral reading showing the largest effects. We found considerable heterogeneity (95% Prediction Interval [−0.33, 1.17]), indicating that expected effect sizes in a random study from among the population of studies reviewed range from small negative to large positive effects. Greater effects were observed with graduated participants compared to other educational backgrounds, as well as in university and school settings, regardless of age and gender composition. Additionally, interventions that used the open Internet demonstrated enhanced effectiveness. We conclude that (1) lateral reading is particularly suited to the digital information landscape, (2) repeated practice may enhance intervention effectiveness, and (3) ecological validity is highly important for intervention effectiveness.

• Item Type: Journal article
• Faculties: Psychology and Education Science > Department Psychology > Education and Educational Psychology
• Subjects: 100 Philosophy and Psychology > 150 Psychology
• ISSN: 10416080
• Language: English