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

  1. Martínez Fernández, J.R. 2
  2. Corcelles, M. 3
  3. Bañales, G. 3
  4. Castelló, M. 3
  5. Gutiérrez Braojos, C. 1
  1. 1 Universidad de Granada (España)
  2. 2 Universitat Autònoma de Barcelona (España)
  3. 3 Universitat Ramon Llull. Barcelona (España)
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Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2016

Volumen: 14

Número: 38

Páginas: 107-130

Tipo: Artículo

DOI: 10.14204/EJREP.38.15045 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Electronic journal of research in educational psychology

Resumen

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.

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Fuente de los datos: Dialnet