Reading to write an argumentation: the role of epistemological, reading and writing beliefs
The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading tw...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2011 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/710536 |
| Acceso en línea: | http://hdl.handle.net/10486/710536 https://dx.doi.org/10.1111/j.1467-9817.2010.01437.x |
| Access Level: | acceso abierto |
| Palabra clave: | epistemological beliefs reading beliefs writing beliefs written argumentation from texts university students Psicología |
| Sumario: | The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on the same topic. A total of 118 fourth-year psychology students took part. Only 76 students performed the written argumentation task. The three types of belief were assessed using different questionnaires. The results show that the different types of belief do not occur in isolation, but have an internal coherence. They also indicate that only reading beliefs, together with the degree of perspectivism in a pre-task argumentation, help to predict the degree of perspectivism in the written task following the reading of the texts |
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