An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students
Writing strategies are needed to manage the complexity of writing tasks, especially at university, where writing tasks are for learning, professional, or scientific purposes and are highly demanding. The literature shows that many undergraduate students have defined, stable, writing strategies, alth...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-11-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1274478/full |
| _version_ | 1797622578337021952 |
|---|---|
| author | Olga Arias-Gundín Patricia Robledo |
| author_facet | Olga Arias-Gundín Patricia Robledo |
| author_sort | Olga Arias-Gundín |
| collection | DOAJ |
| description | Writing strategies are needed to manage the complexity of writing tasks, especially at university, where writing tasks are for learning, professional, or scientific purposes and are highly demanding. The literature shows that many undergraduate students have defined, stable, writing strategies, although some lack proper strategic development and require explicit instruction in this regard. In both cases, adapting writing tasks to undergraduate students’ preferences and instructing them effectively requires understanding their writing strategies, which will encourage optimal learning and writing proficiency. This is why valid, reliable, writing strategy assessment tools are essential. The present study focused on the validation of the Spanish Writing Strategies Questionnaire-Undergraduate Students (WSQ-SU), aimed at measuring undergraduate students’ preferences for using different writing strategies. The sample comprised 978 Spanish undergraduates doing degrees in Infant, Primary or Social Education, Pedagogy and Psychology. The data from the questionnaire was explored by means of exploratory and confirmatory analysis, test–retest reliability to analyse temporal stability and convergent validity. Two factors, planning and revising, were identified through exploratory and confirmatory factor analysis, representing different writing strategies and supporting the original model. The results indicated adequate test–retest reliability and temporal stability. The results also showed the questionnaire’s convergent validity; a direct, linear correlation between two factors and off-line planning and revising variables. Based on the results, the WSQ for undergraduate students-Spanish version has been shown to be a reliable and valid, scale that can be easily applied in the university context to explore undergraduate students’ writing strategies. |
| first_indexed | 2024-03-11T09:12:17Z |
| format | Article |
| id | doaj.art-ae3799b032ee4fe2abdff8c14f390521 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-11T09:12:17Z |
| publishDate | 2023-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-ae3799b032ee4fe2abdff8c14f3905212023-11-16T18:55:25ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-11-011410.3389/fpsyg.2023.12744781274478An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate studentsOlga Arias-GundínPatricia RobledoWriting strategies are needed to manage the complexity of writing tasks, especially at university, where writing tasks are for learning, professional, or scientific purposes and are highly demanding. The literature shows that many undergraduate students have defined, stable, writing strategies, although some lack proper strategic development and require explicit instruction in this regard. In both cases, adapting writing tasks to undergraduate students’ preferences and instructing them effectively requires understanding their writing strategies, which will encourage optimal learning and writing proficiency. This is why valid, reliable, writing strategy assessment tools are essential. The present study focused on the validation of the Spanish Writing Strategies Questionnaire-Undergraduate Students (WSQ-SU), aimed at measuring undergraduate students’ preferences for using different writing strategies. The sample comprised 978 Spanish undergraduates doing degrees in Infant, Primary or Social Education, Pedagogy and Psychology. The data from the questionnaire was explored by means of exploratory and confirmatory analysis, test–retest reliability to analyse temporal stability and convergent validity. Two factors, planning and revising, were identified through exploratory and confirmatory factor analysis, representing different writing strategies and supporting the original model. The results indicated adequate test–retest reliability and temporal stability. The results also showed the questionnaire’s convergent validity; a direct, linear correlation between two factors and off-line planning and revising variables. Based on the results, the WSQ for undergraduate students-Spanish version has been shown to be a reliable and valid, scale that can be easily applied in the university context to explore undergraduate students’ writing strategies.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1274478/fullwriting strategiesquestionnaireundergraduate studentspsychometricsvalidity |
| spellingShingle | Olga Arias-Gundín Patricia Robledo An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students Frontiers in Psychology writing strategies questionnaire undergraduate students psychometrics validity |
| title | An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students |
| title_full | An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students |
| title_fullStr | An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students |
| title_full_unstemmed | An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students |
| title_short | An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students |
| title_sort | analysis of the psychometric properties of the writing specific cognitive strategies questionnaire for undergraduate students |
| topic | writing strategies questionnaire undergraduate students psychometrics validity |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1274478/full |
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