Introduction: Writing is considered a basic learning tool today. Its underlying processes are complex, and observation of school children's poor writing has led to a consideration of new forms of teaching and learning to write. Skilled writers are aware of what their own learning processes are, how they work, and how to optimize performance andcontrol of their own writing processes. method: The EVAPROMES test includes 28 items that represent "writingsituations", for which writers must select one of three possible responses. The subject's choice reveals "how writers perceive themselves " and "how writers believe that they would act " when facingpos-sible dilemmas in writing, as well as their level of motivation when writing. Each response alternative expresses a different level of writing awareness. The test has been validated with costa rican and spanish samples; the total sample was 1442 students between the ages of 10 and 15 (915 costa ricans and 527 spanish). Results: theresults indicate that EVAPROMES is an instrument that can collect information on children's and adolescents'level of writing awareness, offering precise measurement of implicit processes, and makes possible a realistic prognosis of their performance in writing and in academics in general. Conclusion: EVAPROMES identifies students with low and high writing awareness. Based on this identification, it is possible to design specific interventionprograms in metacognitive strategies in the area of writing, adapting the educational response to the students assessed.
|Número de páginas||26|
|Publicación||Electronic Journal of Research in Educational Psychology|
|Estado||Publicada - 2015|
Áreas temáticas de ASJC Scopus
- Psicología educativa y evolutiva