UNA APROXIMACIÓN A LOS RETOS QUE ENFRENTAN ESTUDIANTES DE LICENCIATURA EN CIENCIAS SOCIALES PARA COMPRENDER LA POLIFONÍA DE TEXTOS ACADÉMICOS.
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| Title: | UNA APROXIMACIÓN A LOS RETOS QUE ENFRENTAN ESTUDIANTES DE LICENCIATURA EN CIENCIAS SOCIALES PARA COMPRENDER LA POLIFONÍA DE TEXTOS ACADÉMICOS. |
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| Authors: | DÍAZ-ARGÜERO, CELIA1 celiad@comunidad.unam.mx, PARRA BARBOZA, MAYELA2 mayela.parra@uacm.edu.mx |
| Source: | Revista Mexicana de Investigación Educativa. 2026, Vol. 31 Issue 110, p769-794. 26p. |
| Subject Terms: | *Authorship, *Bibliographical citations, *Reading comprehension, *Academic discourse, *Undergraduates, Social scientists, Intertextuality, Complexity (Philosophy) |
| Abstract (English): | This study aims to analyze a specific aspect of reading academic texts: the identification of different authors cited in an academic text. The study was conducted in Mexico with 37 undergraduate students. The aim was to understand whether the different ways of incorporating cited authorship information presented the same level of interpretive difficulty or if some were more complex than others. We employed a questionnaire to explore both students' comprehension of general aspects of the text and their identification of cited authorship. The gathered data suggest that, beyond the specific ways in which information is presented, other factors may influence each student's interpretations. These factors include the specific context of the citation and the student's overall understanding of the text. The results provide insights into the need to support students in interpreting polyphonic texts. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El propósito de este trabajo es analizar un aspecto específico de la lectura de textos académicos: la identificación de distintos autoras(es) citados en un texto académico. El estudio se hizo en México con 37 estudiantes de licenciatura. Se buscó comprender si las diferentes formas de incorporar los datos de la autoría citada generaban la misma dificultad de interpretación o si algunas eran más complejas que otras. Aplicamos un cuestionario para explorar tanto la compresión de aspectos generales del texto como la identificación de la autoría citada. Los datos obtenidos permiten pensar que, más allá de las formas específicas de incorporar la información, hay otros elementos que pueden determinar las interpretaciones de cada estudiante. Entre esos factores pueden estar el contexto específico de la cita o la comprensión global del texto. Los resultados aportan información para reflexionar acerca de la necesidad de apoyar al estudiantado en la interpretación de la polifonía. [ABSTRACT FROM AUTHOR] |
| Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 196179505 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: UNA APROXIMACIÓN A LOS RETOS QUE ENFRENTAN ESTUDIANTES DE LICENCIATURA EN CIENCIAS SOCIALES PARA COMPRENDER LA POLIFONÍA DE TEXTOS ACADÉMICOS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22DÍAZ-ARGÜERO%2C+CELIA%22">DÍAZ-ARGÜERO, CELIA</searchLink><relatesTo>1</relatesTo><i> celiad@comunidad.unam.mx</i><br /><searchLink fieldCode="AR" term="%22PARRA+BARBOZA%2C+MAYELA%22">PARRA BARBOZA, MAYELA</searchLink><relatesTo>2</relatesTo><i> mayela.parra@uacm.edu.mx</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Mexicana+de+Investigación+Educativa%22">Revista Mexicana de Investigación Educativa</searchLink>. 2026, Vol. 31 Issue 110, p769-794. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Authorship%22">Authorship</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliographical+citations%22">Bibliographical citations</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Social+scientists%22">Social scientists</searchLink><br /><searchLink fieldCode="DE" term="%22Intertextuality%22">Intertextuality</searchLink><br /><searchLink fieldCode="DE" term="%22Complexity+%28Philosophy%29%22">Complexity (Philosophy)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This study aims to analyze a specific aspect of reading academic texts: the identification of different authors cited in an academic text. The study was conducted in Mexico with 37 undergraduate students. The aim was to understand whether the different ways of incorporating cited authorship information presented the same level of interpretive difficulty or if some were more complex than others. We employed a questionnaire to explore both students' comprehension of general aspects of the text and their identification of cited authorship. The gathered data suggest that, beyond the specific ways in which information is presented, other factors may influence each student's interpretations. These factors include the specific context of the citation and the student's overall understanding of the text. The results provide insights into the need to support students in interpreting polyphonic texts. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: El propósito de este trabajo es analizar un aspecto específico de la lectura de textos académicos: la identificación de distintos autoras(es) citados en un texto académico. El estudio se hizo en México con 37 estudiantes de licenciatura. Se buscó comprender si las diferentes formas de incorporar los datos de la autoría citada generaban la misma dificultad de interpretación o si algunas eran más complejas que otras. Aplicamos un cuestionario para explorar tanto la compresión de aspectos generales del texto como la identificación de la autoría citada. Los datos obtenidos permiten pensar que, más allá de las formas específicas de incorporar la información, hay otros elementos que pueden determinar las interpretaciones de cada estudiante. Entre esos factores pueden estar el contexto específico de la cita o la comprensión global del texto. Los resultados aportan información para reflexionar acerca de la necesidad de apoyar al estudiantado en la interpretación de la polifonía. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=196179505 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.66708/rmie.v31i110.2044 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 26 StartPage: 769 Subjects: – SubjectFull: Authorship Type: general – SubjectFull: Bibliographical citations Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Social scientists Type: general – SubjectFull: Intertextuality Type: general – SubjectFull: Complexity (Philosophy) Type: general Titles: – TitleFull: UNA APROXIMACIÓN A LOS RETOS QUE ENFRENTAN ESTUDIANTES DE LICENCIATURA EN CIENCIAS SOCIALES PARA COMPRENDER LA POLIFONÍA DE TEXTOS ACADÉMICOS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: DÍAZ-ARGÜERO, CELIA – PersonEntity: Name: NameFull: PARRA BARBOZA, MAYELA IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14056666 Numbering: – Type: volume Value: 31 – Type: issue Value: 110 Titles: – TitleFull: Revista Mexicana de Investigación Educativa Type: main |
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