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    High school boys' and girls' writing conceptions and writing self-efficacy beliefs : what is their role in writing performance?

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    URI: http://hdl.handle.net/10902/10588
    DOI: 10.1080/01443410.2013.836157
    ISSN: 0144-3410
    ISSN: 1469-5820
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    Author
    Villalón Molina, Ruth; Mateos, Mar; Cuevas, Isabel
    Date
    2015
    Abstract

    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.

    Palabras clave
    Self-efficacy
    Conceptions
    Writing-to-learn
    Synthesis
    Gender
    Derechos
    © Taylor & Francis . "This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 2015, available online: http://wwww.tandfonline.com/10.1080/01443410.2013.836157”
    Publicado en
    Educational Psychology, 2015 Vol. 35, No. 6, 653–674
    Publisher
    Taylor & Francis
    Enlace a la publicación
    http://dx.doi.org/10.1080/01443410.2013.836157
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    • D11 Artículos [341]

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    UNIVERSIDAD DE CANTABRIA

    Repositorio realizado por la Biblioteca Universitaria utilizando DSpace software
    Contact Us | Send Feedback
    Metadatos sujetos a:licencia de Creative Commons Reconocimiento 3.0 España