Obstacles, facilitators, and needs in doctoral writing: A systematic review

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dc.catalogadorgjm
dc.contributor.authorCalle Arango, Lina
dc.contributor.authorÁvila Reyes, Natalia
dc.date.accessioned2023-05-09T15:25:17Z
dc.date.available2023-05-09T15:25:17Z
dc.date.issued2022
dc.description.abstractWriting is one of the main challenges doctoral students face in their process of becoming researchers. Nonetheless, institutional initiatives to support writing processes are relatively recent and not necessarily research-grounded. This systematic literature review aims to address this gap by answering the questions: What obstacles and facilitators in the writing process do doctoral students encounter in the areas of SS&H? And what clues do these offer about students' needs for institutional support? To do so, we focus on empirical student-centred research. Systematizing the evidence may strengthen pedagogical decisions and programmatic orientations focused on the students' experiences and writing processes. We analysed a total of 38 studies on these topics collected from mainstream databases and identified patterns of recurring results that illustrate obstacles and facilitators from which the needs arise. Negative self-perceptions and low self-regulation are among the main obstacles of the writing process, while shared writing experiences foster affective dimensions self-regulation, and improve familiarisation with the discursive community. Lastly, institutional spaces specifically dedicated to writing as well as sustained positive and constructive feedback emerged as needs.
dc.description.funderChilean National Agency for Research and Development, ANID
dc.fechaingreso.objetodigital2023-05-09
dc.format.extent19 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1080/0158037X.2022.2026315
dc.identifier.eissn1470-126X
dc.identifier.issn0158-037X
dc.identifier.scopusidSCOPUS_ID:85124161499
dc.identifier.urihttps://www.tandfonline.com/doi/full/10.1080/0158037X.2022.2026315
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66926
dc.identifier.wosidWOS:000750062300001
dc.information.autorucFacultad de educación; Calle Arango, Lina; 0000-0003-4362-3075; 1070650
dc.information.autorucFacultad de letras; Ávila Reyes, Natalia; S/I; 121320
dc.language.isoen
dc.nota.accesoContenido parcial
dc.revistaStudies in Continuing Education
dc.rightsacceso restringido
dc.subjectAcademic writing
dc.subjectWriting processes
dc.subjectDoctoral writing
dc.subjectDoctoral student
dc.subjectScholarly writers
dc.subjectStudents
dc.subjectPublication
dc.subjectPerspectives
dc.subjectPerceptions
dc.subjectExperiences
dc.subjectEducation
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleObstacles, facilitators, and needs in doctoral writing: A systematic review
dc.typeartículo
sipa.codpersvinculados1070650
sipa.codpersvinculados121320
sipa.indexWOS
sipa.indexScopus
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