Exploring conceptions about writing and learning: undergraduates´ patterns of beliefs and the quality of academic writing

Abstract

"Introduction . In thi s study, the conceptions of learning and writing of a group of undergrad u- ates enrolled in a teacher education programme were identified. T he relationship b e tween them were analysed, and a set of patterns of beliefs about learning and wri t ing were defined. Finally, the relation between these patterns and the quality of a text written during an exam i- nation situation were discussed . Method . Fifty - two undergraduates from a large public Spanish university have taken part, most of them women (86%), with a mean a ge of 21.39 years. They filled a questionnaire on writing conceptions and another on learning conceptions. Moreover, they compose an i n fo r- mative text about the development of identity during adolescence. Results . The results support the existence of two di mensions as regards the conceptions of writing (cognitive and motivational) and three fa c tors related to the conceptions of learning (rote, interpretative and deep). Discussion and Conclusion . The relationship between them is not completely consistent. How ever, t he deeper and positive motivational beliefs are related to better results in text qua l- ity, while the reproductive and negative motiv a tional beliefs are related to worse results in text quality."