Attitudes towards writing of Portuguese adolescents
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v12i2.17466 |
Resumo: | Reading and writing play key roles in contemporary societies, therefore learning these skills are two of the most important goals in compulsory education. Mastering writing is a valuable asset; however many students fail to develop strong writing skills (Graham, 2008). Furthermore, writing is frequently conceived as a rigid and demotivating task, especially after elementary school (Boscolo & Hidi, 2007). This article focuses on attitudes towards writing of Portuguese students from grade 5 to 8. Specifically, we aim to: (1) analyse gender-based differences in attitudes towards writing; (2) explore grade-level differences in these attitudes; and (3) examine the unique influence of writing attitudes on text quality. In this study, a sample of 553 students completed a set of writing-related tasks: questionnaires about attitudes and writing habits, transcription skills tasks, and narrative and argumentative writing. Results showed that girls reported more positive attitudes towards writing than boys in all grade-levels. Fifth graders also showed more positive attitudes than students in grades 6, 7, and 8. Lastly, attitudes towards writing made a significant and independent contribution to the quality of narrative and argumentative texts. These results are relevant to the teaching of writing in Basic Education. |
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Attitudes towards writing of Portuguese adolescentsAtitudes face à escrita em adolescentes portuguesesReading and writing play key roles in contemporary societies, therefore learning these skills are two of the most important goals in compulsory education. Mastering writing is a valuable asset; however many students fail to develop strong writing skills (Graham, 2008). Furthermore, writing is frequently conceived as a rigid and demotivating task, especially after elementary school (Boscolo & Hidi, 2007). This article focuses on attitudes towards writing of Portuguese students from grade 5 to 8. Specifically, we aim to: (1) analyse gender-based differences in attitudes towards writing; (2) explore grade-level differences in these attitudes; and (3) examine the unique influence of writing attitudes on text quality. In this study, a sample of 553 students completed a set of writing-related tasks: questionnaires about attitudes and writing habits, transcription skills tasks, and narrative and argumentative writing. Results showed that girls reported more positive attitudes towards writing than boys in all grade-levels. Fifth graders also showed more positive attitudes than students in grades 6, 7, and 8. Lastly, attitudes towards writing made a significant and independent contribution to the quality of narrative and argumentative texts. These results are relevant to the teaching of writing in Basic Education.La lecture et l’écriture jouent un rôle fondamental dans les sociétés contemporaines et leur apprentissage est l’une des compétences les plus importants de l’enseignement obligatoire. Malgré tous les avantages associés à l’apprentissage de l’écriture, de nombreux élèves ont des difficultés à écrire (Graham, 2008). De plus, l’écriture est souvent considérée comme une activité rigide et démotivante, surtout après l’école primaire (Boscolo & Hidi, 2007). Cet article se concentre sur les attitudes envers l’écriture des élèves portugais de la 5e à la 8e année. Plus précisément, l’article a trois objectifs : (1) analyser les éventuelles différences entre les sexes dans les attitudes envers l’écriture ; (2) explorer les différences dans les attitudes envers l’écriture au cours de l’année de scolarité ; (3) comprendre l’influence des attitudes envers l’écriture sur la qualité du texte. Dans cette étude, 553 élèves ont effectué les tâches suivantes : questionnaires sur les attitudes et les habitudes d’écriture, tâches de transcription et rédaction de textes narratifs et d’opinion. Les résultats ont indiqué que les filles ont déclaré des attitudes plus favorables à l’écriture que les garçons dans toutes les années de scolarité. Les élèves de cinquième ont démontré une attitude plus positive que les élèves de sixième, septième et huitième année. Pour conclure, les attitudes envers l’écriture ont contribué de manière significative et unique à la qualité des textes narratifs et d’opinion. Ces résultats sont pertinents pour l’enseignement de l’écriture dans l’éducation de base.A leitura e a escrita têm um papel fundamental nas sociedades atuais, sendo a sua aprendizagem um dos objetivos mais importantes durante a escolaridade obrigatória. Apesar de todos os benefícios associados à aprendizagem da escrita, muitos alunos têm dificuldades a escrever (Graham, 2008). Para além disso, a escrita é frequentemente considerada uma atividade rígida e desmotivante, especialmente após o 1.º Ciclo do Ensino Básico (Boscolo & Hidi, 2007). Neste sentido, este artigo centra-se nas atitudes face à escrita de alunos portugueses do 5.º ao 8.º ano de escolaridade. Especificamente, o artigo tem três objetivos: (1) analisar eventuais diferenças de género nas atitudes face à escrita; (2) explorar diferenças de ano de escolaridade nas atitudes face à escrita; (3) compreender qual é a influência das atitudes face à escrita na qualidade textual. Participaram neste estudo 553 alunos que realizaram as seguintes tarefas: questionários sobre atitudes e hábitos de escrita, tarefas de transcrição e escrita de textos narrativos e de opinião. Os resultados indicaram que as raparigas reportaram atitudes mais favoráveis face à escrita do que os rapazes em todos os anos de escolaridade. Os alunos do 5.º ano de escolaridade apresentaram também atitudes mais positivas comparativamente aos alunos do 6.º, 7.º e 8.º anos. Finalmente, as atitudes face à escrita contribuíram de forma significativa e única para a qualidade de textos narrativos e de opinião. Estes resultados são relevantes para o ensino da escrita no Ensino Básico.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2020-06-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v12i2.17466https://doi.org/10.34624/id.v12i2.17466Indagatio Didactica; Vol 12 No 2 (2020); 143-158Indagatio Didactica; Vol. 12 Núm. 2 (2020); 143-158Indagatio Didactica; Vol. 12 No 2 (2020); 143-158Indagatio Didactica; vol. 12 n.º 2 (2020); 143-1581647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/17466https://proa.ua.pt/index.php/id/article/view/17466/12468Camacho, AnaSilva, MarianaSantos, SusanaJacques, TeresaAlves, Rui A.info:eu-repo/semantics/openAccess2023-09-22T10:18:39Zoai:proa.ua.pt:article/17466Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:24.978452Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Attitudes towards writing of Portuguese adolescents Atitudes face à escrita em adolescentes portugueses |
title |
Attitudes towards writing of Portuguese adolescents |
spellingShingle |
Attitudes towards writing of Portuguese adolescents Camacho, Ana |
title_short |
Attitudes towards writing of Portuguese adolescents |
title_full |
Attitudes towards writing of Portuguese adolescents |
title_fullStr |
Attitudes towards writing of Portuguese adolescents |
title_full_unstemmed |
Attitudes towards writing of Portuguese adolescents |
title_sort |
Attitudes towards writing of Portuguese adolescents |
author |
Camacho, Ana |
author_facet |
Camacho, Ana Silva, Mariana Santos, Susana Jacques, Teresa Alves, Rui A. |
author_role |
author |
author2 |
Silva, Mariana Santos, Susana Jacques, Teresa Alves, Rui A. |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Camacho, Ana Silva, Mariana Santos, Susana Jacques, Teresa Alves, Rui A. |
description |
Reading and writing play key roles in contemporary societies, therefore learning these skills are two of the most important goals in compulsory education. Mastering writing is a valuable asset; however many students fail to develop strong writing skills (Graham, 2008). Furthermore, writing is frequently conceived as a rigid and demotivating task, especially after elementary school (Boscolo & Hidi, 2007). This article focuses on attitudes towards writing of Portuguese students from grade 5 to 8. Specifically, we aim to: (1) analyse gender-based differences in attitudes towards writing; (2) explore grade-level differences in these attitudes; and (3) examine the unique influence of writing attitudes on text quality. In this study, a sample of 553 students completed a set of writing-related tasks: questionnaires about attitudes and writing habits, transcription skills tasks, and narrative and argumentative writing. Results showed that girls reported more positive attitudes towards writing than boys in all grade-levels. Fifth graders also showed more positive attitudes than students in grades 6, 7, and 8. Lastly, attitudes towards writing made a significant and independent contribution to the quality of narrative and argumentative texts. These results are relevant to the teaching of writing in Basic Education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v12i2.17466 https://doi.org/10.34624/id.v12i2.17466 |
url |
https://doi.org/10.34624/id.v12i2.17466 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/17466 https://proa.ua.pt/index.php/id/article/view/17466/12468 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 12 No 2 (2020); 143-158 Indagatio Didactica; Vol. 12 Núm. 2 (2020); 143-158 Indagatio Didactica; Vol. 12 No 2 (2020); 143-158 Indagatio Didactica; vol. 12 n.º 2 (2020); 143-158 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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