Exploring Conceptions about Writing and Learning: Undergraduates' Patterns of Beliefs and the Quality of Academic Writing (Acercamiento a las concepciones sobre la escritura y el aprendizaje: patrones de creencias de los universitarios y la calidad de su redacción académica)

Autor/inn/en	Martínez-Fernández, J. R.; Corcelles, M.; Bañales, G.; Castelló, M.; Gutiérrez-Braojos, C.
Titel	Exploring Conceptions about Writing and Learning: Undergraduates' Patterns of Beliefs and the Quality of Academic Writing (Acercamiento a las concepciones sobre la escritura y el aprendizaje: patrones de creencias de los universitarios y la calidad de su redacción académica)
Quelle	In: Electronic Journal of Research in Educational Psychology, 14 (2016) 1, S.107-130 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.38.15045
Schlagwörter	Foreign Countries; Undergraduate Students; Preservice Teachers; Teacher Education Programs; Writing Attitudes; Academic Discourse; Educational Attitudes; Writing Tests; Questionnaires; Likert Scales; Cognitive Processes; Learning Motivation; Writing (Composition); Hypothesis Testing; Learner Engagement; Writing Processes; Correlation; Factor Analysis; Statistical Analysis; Regression (Statistics); Spain + Suchen Sie Ihr Suchwort? Ausland; Discourse; Diskurs; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Writing test; Schreibtest; Fragebogen; Likert-Skala; Cognitive process; Kognitiver Prozess; Motivation for studies; Lernmotivation; Schreibübung; Hypothesenprüfung; Hypothesentest; Korrelation; Faktorenanalyse; Statistische Analyse; Regression; Regressionsanalyse; Spanien
Abstract	Introduction: In this study, the conceptions of learning and writing of a group of undergraduates enrolled in a teacher education programme were identified. The relationship between them were analysed, and a set of patterns of beliefs about learning and writing were defined. Finally, the relation between these patterns and the quality of a text written during an examination situation were discussed. Method: Fifty-two undergraduates from a large public Spanish university have taken part, most of them women (86%), with a mean age of 21.39 years. They filled a questionnaire on writing conceptions and another on learning conceptions. Moreover, they compose an informative text about the development of identity during adolescence. Results: The results support the existence of two dimensions as regards the conceptions of writing (cognitive and motivational) and three factors related to the conceptions of learning (rote, interpretative and deep). Discussion and Conclusion: The relationship between them is not completely consistent. However, the "deeper and positive motivational" beliefs are related to better results in text quality, while the "reproductive and negative motivational" beliefs are related to worse results in text quality. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01