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    Título
    Validation of the Writing Strategies Questionnaire in the context of Primary Education: a multidimensional measurement model
    Autor
    Arias Gundín, OlgaAutoridad BuleriaORCID
    López Gutiérrez, PaulaAutoridad Buleria
    Facultad/Centro
    Facultad de Educacion
    Área de conocimiento
    Psicologia Evolutiva y de la Educacion
    Título de la revista
    Frontiers in Psychology
    Fecha
    2021-07-05
    ISSN
    1664-1078
    Abstract
    Research has shown that writers seem to follow different writing strategies to juggle the high cognitive demands of writing. The use of writing strategies seems to be an important cognitive writing-related variable which has an influence on students’ writing behavior during writing and, therefore, on the quality of their compositions. Several studies have tried to assess students’ writing preferences toward the use of different writing strategies in University or high-school students, while research in primary education is practically non-existent. The present study, therefore, focused on the validation of the Spanish Writing Strategies Questionnaire (WSQ-SP), aimed to measure upper-primary students’ preference for the use of different writing strategies, through a multidimensional model. The sample comprised 651 Spanish upper-primary students. Questionnaire data was explored by means of exploratory (EFA) and confirmatory (CFA) factor analysis. Through exploratory factor analysis four factors were identified, labeled thinking, planning, revising, and monitoring, which represent different writing strategies. The confirmatory factor analysis confirmed the adequacy of the four-factor model, with a sustainable model composed of the four factors originally identified. Based on the analysis, the final questionnaire was composed of 16 items. According to the results, the Spanish version of the Writing Strategies Questionnaire (WSQ-SP) for upper-primary students has been shown to be a valid and reliable instrument, which can be easily applied in the educational context to explore upper-primary students’ writing strategies
    Materia
    Educación Infantil
    Palabras clave
    Writing strategies
    Questionnaire
    Upper-primary education
    Psychometrics
    Validity
    Peer review
    SI
    URI
    http://hdl.handle.net/10612/13796
    DOI
    https://doi.org/10.3389/fpsyg.2021.700770
    Editorial
    Frontiers Media SA
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