Profiles of self-perceived competencies and conceptions of academic writing in university students
Title (trans.)
Perfiles de competencias y concepciones sobre la escritura académica en estudiantes universitariosEntity
UAM. Departamento de Psicología BásicaPublisher
Taylor & FrancisDate
2015-09-14Citation
10.1080/11356405.2015.1072358
Cultura y Educación 27.3 (2015): 569-593
ISSN
1135-6405 (print); 1578-4118 (online)DOI
10.1080/11356405.2015.1072358Funded by
This study was partially funded by Spain´s Ministry of Economy and Competitiveness, DGICyT (EDU2013-46606-C2-2-R y EDU2013-46606-C2-1-R) and the European Self-perceived competencies of academic writing.Project
Gobierno de España. EDU2013-46606-C2-2-R; Gobierno de España. EDU2013-46606-C2-1-REditor's Version
http://dx.doi.org/10.1080/11356405.2015.1072358Subjects
Self-perceived competencies; Conceptions; Academic writing; Students profiles; Higher education; Autopercepción de competencia; Concepciones; Escritura académica; Perfiles de estudiantes; Educación superior; Educación; PsicologíaNote
The version of record of this manuscript has been published and is avalilable in Cultura y Educación 2015 http://www.tandfonline.com/10.1080/11356405.2015.1072358Rights
© 2015 Taylor & FrancisAbstract
This study analyses Spanish undergraduates’ perceptions of their competency in academic writing, as well as their perception of the criteria that define its quality. We identified student profiles and examined their relationship with (1) certain sample characteristics, such as years of university experience, area of study and students’ gender, and (2) variables related to the process of writing, namely the students’ perception of the writing process and the importance they attribute to its characteristics. The data obtained came from the European Writing Survey (EUWRIT) which was administered to 1,044 students from nine Spanish universities. Profiles were identified by means of k-means cluster analysis. The relationship between these profiles and the variables studied was examined by means of chi-squared analyses and univariate ANOVAs. Two profiles were identified: students who are confident about their writing skills and who acknowledge the importance of writing in their field of knowledge; and students who are relatively confident about their writing ability and who consider writing to be relatively important in their subject area Este estudio analiza la percepción de estudiantes universitarios españoles sobre su competencia en escritura académica y sobre el criterio que define la calidad de dicha escritura. Se identificaron los perfiles de estudiantes y se examinó su relación con (1) algunas características de la muestra — años de experiencia universitaria, ámbito de estudio de los estudiantes y su género; y (2) variables relacionadas con el proceso de escritura — las percepciones que los estudiantes tienen sobre el proceso de escritura y la importancia que atribuyen a las características de dicho proceso. Los datos obtenidos proceden de la Encuesta Europea sobre la Escritura Académica (EEEA), que fue administrada a 1,044 estudiantes de nueve universidades españolas. La relación entre estos perfiles y las variables estudiadas fue examinada mediante análisis de chi-cuadrado y ANOVAS univariados. Se identificaron dos perfiles distintos: estudiantes que confían en sus habilidades de escritura y que reconocen la importancia de la escritura en su ámbito de conocimiento; y los estudiantes que confían relativamente en sus habilidades de escritura y que consideran que la escritura es relativamente importante en su ámbito de conocimiento
Files in this item
Google Scholar:Castells, Nuria
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Mateos Sanz, M. Mar
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Martín Ortega, Elena
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Solé, Isabel
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Miras, Mariana
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