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Abstract: This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students? gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students? writing conceptions. Educational implications and further research are discussed.
Fuente: Educational Psychology, 2015 Vol. 35, No. 6, 653–674
Editorial: Taylor & Francis
Año de publicación: 2015
Nº de páginas: 12
Tipo de publicación: Artículo de Revista
DOI: 10.1080/01443410.2013.836157
ISSN: 0144-3410,1469-5820
Url de la publicación: http://dx.doi.org/10.1080/01443410.2013.836157
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RUTH VILLALON MOLINA
MATEOS, MAR
CUEVAS, ISABEL
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