Introduction: In the last few decades, writing has been considered as a situated process inserted in a specific communicative situation. This implies that texts are characterized by them incorporating the different voices of the texts they dialogue with, so they cannot possibly considered as isolated products. Method: In this paper we present an exploratory study whose objective is to know the difficulties and effective strategies which 19 doctoral students use when regulating the writing process of their academic texts. This study analyzes students' knowledge about their own composition process as well as the emotions attached to it, their conceptions about academic writing, the revision strategies which are present in the different drafts produced of each of the texts, and the quality of their final version. Results: The results show that regulation and text quality are related with the writers' ability to associate their difficulties with explicit solutions and strategies. The students' efforts and interest in making their voice visible in the texts as well as their awareness about their own writing process are related with text quality and with some specific changes observed in the drafts, related with voice and modality. Affective variables and, especially, anxiety were always present in the students' reports but no significative correlations were found between this feeling and text quality or the use of specific revision strategies. Discusion and Conclusions: The results obtained allow us to confirm that, in line with recent studies, the students who show less awareness about their writing process feel more anxious during that process. Moreover, very few of these students showed personal and explicit writing objectives, and they incorporated very few new strategies to their revision process.
|Títol traduït de la contribució||Towards self-regulated academic writing: An exploratory study with graduate students in a situated learning environment|
|Nombre de pàgines||24|
|Revista||Electronic Journal of Research in Educational Psychology|
|Estat de la publicació||Publicada - de des. 2009|