The Writing in Higher Education: Students’ Beliefs
Abstract
There is currently widespread recognition of the important role that writing should occupy in higher education. Given the necessity of placing this activity at the center of educational policies and taking implicit theories as a reference, the main objective of this study was to explore university students' beliefs about writing. Through a content analysis of compositions written by 264 participants, the main findings indicate that many students still believe, either globally or partially, that writing is a talent independent of effort. Given the influence that beliefs have on performance, we conclude that higher education curricula should incorporate the development of writing skills and consider how students perceive the writing process.
Downloads
-
Authors retain copyright of their work, without any payment, and grant the journal the right of first publication. The work is simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material for any purpose, even commercially), provided that proper credit is given to the author(s) and the initial publication in RLE is acknowledged.
-
Authors are permitted to enter into separate, additional contractual arrangements for the non-exclusive distribution of the version of the work published in this journal (e.g., depositing it in an institutional repository or publishing it as a book chapter), provided that authorship and initial publication in RLE are acknowledged.
-
Authors are allowed and encouraged to post and disseminate their work online (e.g., in institutional repositories or on their personal websites), as this can increase the visibility and citation of the published work (see The Open Access Effect).
