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This study extended current knowledge by examining students\u2019 abilities to justify the credibility of online texts from different perspectives, thus providing a more nuanced understanding of students\u2019 credibility evaluation ability. We examined how upper secondary school students (N\u2009=\u200973; aged 16 to 17) evaluated author expertise, author intention, the publication venue, and the quality of evidence when reading four texts about the effects of sugar consumption in a web-based environment. Additionally, we examined how students\u2019 prior topic knowledge, Internet-specific justification beliefs, and time on task were associated with their credibility justifications. Students evaluated author expertise, author intention, the venue, and the quality of evidence for each text on a six-point scale and provided written justifications for their evaluations. While students\u2019 credibility evaluations were quite accurate, their credibility justifications lacked sophistication. Inter-individual differences were considerable, however. Regression analysis revealed that time on task was a statistically significant unique predictor of students\u2019 credibility justifications.\u00a0Instructional implications are discussed.<\/jats:p>","DOI":"10.1007\/s10639-022-10907-x","type":"journal-article","created":{"date-parts":[[2022,2,10]],"date-time":"2022-02-10T06:03:43Z","timestamp":1644473023000},"page":"7421-7450","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":26,"title":["Adolescents\u2019 credibility justifications when evaluating online texts"],"prefix":"10.1007","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9189-4094","authenticated-orcid":false,"given":"Carita","family":"Kiili","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ivar","family":"Br\u00e5ten","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Helge I.","family":"Str\u00f8ms\u00f8","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Michelle Schira","family":"Hagerman","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Eija","family":"R\u00e4ikk\u00f6nen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Anne","family":"Jyrki\u00e4inen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2022,2,10]]},"reference":[{"key":"10907_CR1","doi-asserted-by":"crossref","first-page":"403","DOI":"10.7551\/mitpress\/9737.003.0024","volume-title":"Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences","author":"P Afflerbach","year":"2014","unstructured":"Afflerbach, P., Cho, B.-Y., & Kim, J.-Y. 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