Argumentative writing and academic achievement: A longitudinal study

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dc.catalogadorgjm
dc.contributor.authorPreiss Contreras, David Daniel
dc.contributor.authorCastillo, Juan Carlos
dc.contributor.authorGrigorenko, Elena L.
dc.contributor.authorManzi Astudillo, Jorge
dc.date.accessioned2023-06-27T13:19:15Z
dc.date.available2023-06-27T13:19:15Z
dc.date.issued2013
dc.description.abstractCapitalizing on the implementation of a writing assessment initiative implemented at a major Chilean university, we test how predictive writing is of subsequent academic achievement. First, using a multilevel analytic approach (n = 2597), the study shows that, after controlling for socio-demographic variables and the university admission tests, writing skills significantly predict first-year university grades. Second, using information about the performance of students during their first eight semesters in the university (n = 1616), a longitudinal hierarchical analysis showed that writing remains a significant predictor of university grades over time, also after controlling socio-demographic variables and university admissions tests. Moreover, language skills retain or improve their predictive role over time, whereas mathematics skills seem to decrease in their importance. Our results show that writing, and the cognitive skills involved in writing, play a critical role in advanced stages of academic training, consequently offering additional support for the consideration of this ability for university admission purposes.
dc.fechaingreso.objetodigital2023-06-27
dc.fuente.origenORCID
dc.identifier.doi10.1016/j.lindif.2012.12.013
dc.identifier.eissn1873-3425
dc.identifier.issn1041-6080
dc.identifier.scopusids2.0-84890185158
dc.identifier.urihttp://doi.org/10.1016/j.lindif.2012.12.013
dc.identifier.urihttp://www.scopus.com/inward/record.url?eid=2-s2.0-84890185158&partnerID=MN8TOARS
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/73543
dc.information.autorucEscuela de Psicología; Preiss Contreras, David Daniel; 0000-0002-4646-5060; 673
dc.information.autorucEscuela de Psicología; Manzi Astudillo, Jorge; 0000-0003-2324-7156; 100033
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final211
dc.pagina.inicio204
dc.revistaLearning and Individual Differences
dc.rightsacceso restringido
dc.subjectWriting
dc.subjectWriting assessment
dc.subjectUniversity admissions
dc.subjectHigh-stakes testing
dc.subjectAcademic achievement
dc.titleArgumentative writing and academic achievement: A longitudinal study
dc.typeartículo
dc.volumen28
sipa.codpersvinculados673
sipa.codpersvinculados100033
sipa.indexScopus
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