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dc.contributor.advisorSchallert, Diane L.
dc.creatorNeely, Michelle Elizabethen
dc.date.accessioned2014-03-12T18:03:33Zen
dc.date.available2014-03-12T18:03:33Zen
dc.date.issued2009-08en
dc.identifier.urihttp://hdl.handle.net/2152/23506en
dc.descriptiontexten
dc.description.abstractThe purpose of this study was to gain a better understanding of undergraduates’ metacognitive beliefs about writing and knowledge, ways that those beliefs may change during the semester, and the relationship of beliefs to their persuasive writing. Scales assessing epistemological and writing beliefs were given to students in lower-division rhetoric and writing courses (N=241). Generally, students experienced significant changes in their beliefs about knowledge, learning, and writing across the semester, as assessed by the Epistemological Beliefs Questionnaire (Schommer, 1993) and writing beliefs scales (White & Bruning, 2002). Thus, students at the end of the semester reported beliefs that learning was a slow process and that knowledge was contingent. Although regressions predicting quality of students’ persuasive writing from the belief scales were not significant, qualitative analyses revealed interesting trends in papers from students with different epistemological stances and beliefs about writing, particularly with regard to their use of sources.en
dc.format.mediumelectronicen
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectMetacognitive beliefsen
dc.subjectCollege studentsen
dc.subjectRhetorical writingen
dc.subjectEpistemological Beliefs Questionnaireen
dc.titleStudents thinking, students writing : exploring undergraduates' epsitemological beliefs and rhetorical writingen
dc.typeThesisen
dc.description.departmentEducational Psychologyen
thesis.degree.departmentEducational Psychologyen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


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