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dc.contributor.authorEika, Evelyn
dc.contributor.authorSandnes, Frode Eika
dc.date.accessioned2022-12-20T13:12:20Z
dc.date.available2022-12-20T13:12:20Z
dc.date.created2022-10-15T10:02:27Z
dc.date.issued2022-10-10
dc.identifier.issn0138-9130
dc.identifier.issn1588-2861
dc.identifier.urihttps://hdl.handle.net/11250/3038858
dc.description.abstractResearch is becoming increasingly accessible to the public via open access publications, researchers’ social media postings, outreach activities, and popular disseminations. A healthy research discourse is typifed by debates, disagreements, and diverging views. Consequently, readers may rely on the information available, such as publication reference attributes and bibliometric markers, to resolve conficts. Yet, critical voices have warned about the uncritical and one-sided use of such information to assess research. In this study we wanted to get insight into how individuals without research training place trust in research based on clues present in publication references. A questionnaire was designed to probe respondents’ perceptions of six publication attributes. A total of 148 students responded to the questionnaire of which 118 were undergraduate students (with limited experience and knowledge of research) and 27 were graduate students (with some knowledge and experience of research). The results showed that the respondents were mostly infuenced by the number of citations and the recency of publication, while author names, publication type, and publication origin were less infuential. There were few diferences between undergraduate and graduate students, with the exception that undergraduate students more strongly favoured publications with multiple authors over publications with single authors. We discuss possible implications for teachers that incorporate research articles in their curriculum.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.ispartofseriesScientometrics;Volume 127, issue 11
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectTrusten_US
dc.subjectCredibilityen_US
dc.subjectPost truthsen_US
dc.subjectPublicationen_US
dc.subjectReferencesen_US
dc.subjectCitationsen_US
dc.titleStarstruck by journal prestige and citation counts? On students’ bias and perceptions of trustworthiness according to clues in publication referencesen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2022en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1007/s11192-022-04521-4
dc.identifier.cristin2061609
dc.source.journalScientometricsen_US
dc.source.volume127en_US
dc.source.issue11en_US
dc.source.pagenumber6363–6390en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal