Student beliefs and attitudes about authorial identity in academic writing
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Abstract
Authorial identity is the sense a writer has of themselves as an author and the textual identity they construct in their writing. This article describes two studies exploring psychology students’ authorial identity in academic writing. A qualitative focus group study with 19 students showed that authorial identity was largely unfamiliar to students, and highlighted the obstacles perceived by students to constructing authorial identities in university assignments. A questionnaire survey of 318 students explored the factor structure of an 18-item Student Authorship Questionnaire. Three factors described aspects of student authorial identity (‘confidence in writing’, ‘understanding authorship’ and ‘knowledge to avoid plagiarism’), and three factors described approaches to writing (‘top-down’, ‘bottom-up’ and ‘pragmatic’). Confidence in writing and knowledge to avoid plagiarism were significantly higher among year 2 than year 1 students. Both studies could inform interventions to reduce unintentional plagiarism by improving students’ authorial identity.Citation
Student beliefs and attitudes about authorial identity in academic writing 2009, 34 (2):153 Studies in Higher EducationJournal
Studies in Higher EducationDOI
10.1080/03075070802528270Additional Links
http://www.informaworld.com/openurl?genre=article&doi=10.1080/03075070802528270&magic=crossref||D404A21C5BB053405B1A640AFFD44AE3Type
ArticleLanguage
enDescription
Studies of university students' beliefs and attitudes about academic writing and authorshipISSN
0307-5079ae974a485f413a2113503eed53cd6c53
10.1080/03075070802528270