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...

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Autores: Mateos Sanz, M. Mar, Cuevas Fernández, María Isabel, Martín Ortega, Elena, Martín Moreno, Ana, Echeita Sarrionandia, Gerardo, Luna, María
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
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spelling Reading to write an argumentation: the role of epistemological, reading and writing beliefsMateos Sanz, M. MarCuevas Fernández, María IsabelMartín Ortega, ElenaMartín Moreno, AnaEcheita Sarrionandia, GerardoLuna, Maríaepistemological beliefsreading beliefswriting beliefswritten argumentation from textsuniversity studentsPsicologíaThe 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 textsWileyDepartamento de Psicología BásicaDepartamento de Psicología Evolutiva y de la EducaciónFacultad de Psicología20112011-07-14research articlehttp://purl.org/coar/resource_type/c_2df8fbb1AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/710536https://dx.doi.org/10.1111/j.1467-9817.2010.01437.xreponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7105362026-06-23T12:46:27Z
dc.title.none.fl_str_mv Reading to write an argumentation: the role of epistemological, reading and writing beliefs
title Reading to write an argumentation: the role of epistemological, reading and writing beliefs
spellingShingle Reading to write an argumentation: the role of epistemological, reading and writing beliefs
Mateos Sanz, M. Mar
epistemological beliefs
reading beliefs
writing beliefs
written argumentation from texts
university students
Psicología
title_short Reading to write an argumentation: the role of epistemological, reading and writing beliefs
title_full Reading to write an argumentation: the role of epistemological, reading and writing beliefs
title_fullStr Reading to write an argumentation: the role of epistemological, reading and writing beliefs
title_full_unstemmed Reading to write an argumentation: the role of epistemological, reading and writing beliefs
title_sort Reading to write an argumentation: the role of epistemological, reading and writing beliefs
dc.creator.none.fl_str_mv Mateos Sanz, M. Mar
Cuevas Fernández, María Isabel
Martín Ortega, Elena
Martín Moreno, Ana
Echeita Sarrionandia, Gerardo
Luna, María
author Mateos Sanz, M. Mar
author_facet Mateos Sanz, M. Mar
Cuevas Fernández, María Isabel
Martín Ortega, Elena
Martín Moreno, Ana
Echeita Sarrionandia, Gerardo
Luna, María
author_role author
author2 Cuevas Fernández, María Isabel
Martín Ortega, Elena
Martín Moreno, Ana
Echeita Sarrionandia, Gerardo
Luna, María
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Básica
Departamento de Psicología Evolutiva y de la Educación
Facultad de Psicología
dc.subject.none.fl_str_mv epistemological beliefs
reading beliefs
writing beliefs
written argumentation from texts
university students
Psicología
topic epistemological beliefs
reading beliefs
writing beliefs
written argumentation from texts
university students
Psicología
description 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
publishDate 2011
dc.date.none.fl_str_mv 2011
2011-07-14
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
AM
http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/710536
https://dx.doi.org/10.1111/j.1467-9817.2010.01437.x
url http://hdl.handle.net/10486/710536
https://dx.doi.org/10.1111/j.1467-9817.2010.01437.x
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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