Concepciones de la escritura académica en estudiantes universitarios.

Saved in:

Bibliographic Details
Title:	Concepciones de la escritura académica en estudiantes universitarios.
Alternate Title:	Conceptions of academic writing in university students.
Authors:	ZANOTTO GONZÁLEZ, MERCEDES¹ mzanotto@unam.mx, GAETA GONZÁLEZ, MARTHA LETICIA² marthaleticia.gaeta@upaep.mx
Source:	Zona Próxima. 2025, Issue 42, p24-45. 22p.
Subject Terms:	Educational planning, Academic discourse, College students, Medical students, Likert scale
Abstract (English):	The present study aimed to identify the conceptions of university students about different facets of academic writing (uses and functions of writing, representation of the task, planning and textualization, revision and correction) in its epistemic dimension (associated with the elaboration and situated structuring of ideas and learning from the written production) and reproductive (linked to the repetition of information in writing processes). Likewise, their variation according to gender, semester of studies, and academic performance was compared. 359 medical students from a Mexican university participated, who responded, voluntarily and anonymously, to the Conceptions of Academic Writing Instrument, which is the self-report type with a Likert scale design. The results in all the comparisons show high epistemic conceptions, while at the same time, they indicate reproductive ideas about the representation of the task at an intermediate level or close to it. Given this, students are unable to consolidate their epistemic perspective on writing. Furthermore, differences are detected in the reproductive conceptions of planning and textualization, depending on academic performance. It is concluded that the coexistence of both epistemic and reproductive conceptions in students has been corroborated. In addition to this, the importance of conducting research that deepens the knowledge of students' writing conceptions and thereby favors the design and implementation of educational strategies for the development of conceptions that promote the elaboration of ideas, the construction of learning through written production and the development of academic texts of adequate quality. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Este estudio tuvo como objetivo identificar las concepciones de estudiantes universitarios sobre distintas facetas de la escritura académica (usos y funciones de la escritura, representación de la tarea, planificación y textualización, revisión y corrección) en su dimensión epistémica (asociada a la elaboración y estructuración situada de ideas y al aprendizaje a partir de la producción escrita) y reproductiva (vinculada a la repetición de información en los procesos de escritura). Asimismo, se comparó su variación en función del género, semestre de estudios y rendimiento académico. Participaron 359 estudiantes de medicina de una universidad mexicana, quienes respondieron, de manera voluntaria y anónima, al Instrumento de Concepciones sobre Escritura Académica, el cual es de tipo autoinforme con diseño en escala Likert. Los resultados en todos los comparativos muestran concepciones epistémicas elevadas, a la vez que indican ideas reproductivas sobre la representación de la tarea en un nivel intermedio o cercano a este. Dado ello, los estudiantes no logran consolidar su perspectiva epistémica sobre la escritura. Además, se detectan diferencias en las concepciones reproductivas de la planificación y textualización, en función del rendimiento académico. Se concluye respecto de que se ha corroborado la coexistencia de concepciones tanto epistémicas como reproductivas en los estudiantes. Aunado a ello, se señala la importancia de realizar investigación que profundice en el conocimiento de las concepciones de escritura de los estudiantes y, con ello, favorezca el diseño e implementación de estrategias educativas para el desarrollo de concepciones que promuevan la elaboración de ideas, la construcción de aprendizajes mediante la producción escrita y el desarrollo de textos académicos de adecuada calidad. [ABSTRACT FROM AUTHOR]
	Copyright of Zona Próxima is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The present study aimed to identify the conceptions of university students about different facets of academic writing (uses and functions of writing, representation of the task, planning and textualization, revision and correction) in its epistemic dimension (associated with the elaboration and situated structuring of ideas and learning from the written production) and reproductive (linked to the repetition of information in writing processes). Likewise, their variation according to gender, semester of studies, and academic performance was compared. 359 medical students from a Mexican university participated, who responded, voluntarily and anonymously, to the Conceptions of Academic Writing Instrument, which is the self-report type with a Likert scale design. The results in all the comparisons show high epistemic conceptions, while at the same time, they indicate reproductive ideas about the representation of the task at an intermediate level or close to it. Given this, students are unable to consolidate their epistemic perspective on writing. Furthermore, differences are detected in the reproductive conceptions of planning and textualization, depending on academic performance. It is concluded that the coexistence of both epistemic and reproductive conceptions in students has been corroborated. In addition to this, the importance of conducting research that deepens the knowledge of students' writing conceptions and thereby favors the design and implementation of educational strategies for the development of conceptions that promote the elaboration of ideas, the construction of learning through written production and the development of academic texts of adequate quality. [ABSTRACT FROM AUTHOR]
ISSN:	16572416