Teorías implícitas sobre la escritura académica en estudiantes de programas de formación inicial docente: ¿inciden en el desempeňo escrito?

María Constanza Errázuriz*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

This research is aimed at analyzing the conceptions on students writing and its relation to performance. Regarding the implicit theories in writing, the transmission or transaction typology according to White & Bruning (2005), which considers this activity as a reproduction of knowledge or its construction was studied. A quantitative method, that included the participation of a representative sample of the in two Chilean regions (n=240), who had to answer a questionnaire on writing and a writing assessment. Finally, it was confirmed that students in the fourth year have not had developed their implicit theories and writing any further in that regard than first year students. Likewise, it was evidenced that students with higher transactional implicit theories write texts of higher quality.

Original languageSpanish
Pages (from-to)34-50
Number of pages17
JournalSigno y Pensamiento
Volume36
Issue number71
DOIs
StatePublished - 1 Jul 2017
Externally publishedYes

Bibliographical note

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