Acercamiento a las concepciones sobre la escritura y el aprendizaje: patrones de creencias de los universitarios y la calidad de su redacción académica

• Martínez Fernández, J.R. ^[1] ; Corcelles, M. ^[2] ; Bañales, G. ^[2] ; Castelló, M. ^[2] ; Gutiérrez Braojos, C. ^[3]
  1. [1] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
  2. [2] Universitat Ramon Llull

     Universitat Ramon Llull

     Barcelona, España

     
  3. [3] Universidad de Granada

     Universidad de Granada

     Granada, España

     

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• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 14, Nº. 38, 2016, págs. 107-130
• Idioma: español
• DOI: 10.14204/ejrep.38.15045
• Títulos paralelos:
  • Exploring conceptions about writing and learning: undergraduates' patterns of beliefs and the quality of academic writing
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  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    Introducción. En este estudio, se identifican las concepciones de escritura y de aprendizaje de un grupo de estudiantes universitarios matriculados en los estudios de Ciencias de la Educación. Se analiza la relación entre ambas concepciones, y se define un conjunto de patrones de creencias acerca del aprendizaje y la escritura. Finalmente, se discute la relación entre los patrones de creencias identificados con la calidad de un texto escrito durante una situación de examen.Método,Participan 52 estudiantes de una Universidad pública española, de ellos la mayoría son mujeres (68%) con una edad media de 21.39 años.Los estudiantes respondieron un cuestionario sobre sus concepciones de escritura y otro sobre las concepciones de aprendizaje. Además, redactan un texto informativo acerca del desarrollo de la identidad durante la adolescencia. Resultados. Los resultados apoyan la existencia de dos dimensiones con respecto a la concepción de escritura (cognitiva y motivacional) y de tres factores relacionados con la concepción de aprendizaje (directa, interpretativa y profunda).Discusión o Conclusión: Las relaciones entre ellas no son del todo consistentes. Sin embargo, las creencias profundas y motivacionalmente positivas se relacionan con mejores resulta-dos en la calidad del texto; mientras que las creencias reproductivas y motivacionalmente negativas se relacionan con peores resultados en cuanto a la calidad del texto.

  • English

    Introduction. In this study, the conceptions of learning and writing of a group of undergradu-ates enrolled in a teacher education programme were identified. The relationship between themwere analysed, and a set of patterns of beliefs about learning and writingwere defined. Finally, the relationbetween thesepatterns and the quality of a text written during an exami-nation situationwere 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.

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