Show simple item record

dc.contributor.authorPittam, Gail
dc.contributor.authorElander, James
dc.contributor.authorLusher, Joanne
dc.contributor.authorFox, Pauline
dc.contributor.authorPayne, Nicola
dc.date.accessioned2011-12-01T09:25:37Z
dc.date.available2011-12-01T09:25:37Z
dc.date.issued2009-11
dc.identifier.citationStudent beliefs and attitudes about authorial identity in academic writing 2009, 34 (2):153 Studies in Higher Educationen
dc.identifier.issn0307-5079
dc.identifier.doi10.1080/03075070802528270
dc.identifier.urihttp://hdl.handle.net/10545/192714
dc.descriptionStudies of university students' beliefs and attitudes about academic writing and authorshipen
dc.description.abstractAuthorial 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.
dc.language.isoenen
dc.relation.urlhttp://www.informaworld.com/openurl?genre=article&doi=10.1080/03075070802528270&magic=crossref||D404A21C5BB053405B1A640AFFD44AE3en
dc.subjectAcademic writingen
dc.subjectAuthorial identityen
dc.subjectPlagiarismen
dc.titleStudent beliefs and attitudes about authorial identity in academic writingen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalStudies in Higher Educationen
refterms.dateFOA2019-02-28T12:41:53Z
html.description.abstractAuthorial 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.


Files in this item

Thumbnail
Name:
Student beliefs and attitudes ...
Size:
658.0Kb
Format:
PDF
Description:
Pre-print of article

This item appears in the following Collection(s)

Show simple item record