Cuestionario de estrategias para la escritura de ensayos argumentativos
This article presents the results of a research project aimed to identify reliability and validity indicators for the abreviated version of the Cuestionario de Estrategias para la Escritura de Ensayos (Questionnaire on Strategies for Essay Writing) (Meneses Baez & Salvador Mata, 2006) consisting...
- Autores:
-
Meneses-Báez, Alba Lucía
Meneses-Báez, Alba Lucía
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2013
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- Universidad Católica de Colombia
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- Palabra clave:
- ESTRATEGIAS COGNITIVAS
ENSAYOS ARGUMENTATIVOS
UNIVERSITARIOS
ESCALA
MODELO RASCH
COGNITIVE STRATEGIES
ARGUMENTATIVE ESSAYS
COLLEGE STUDENTS
SCALE
RASCH MODEL
ENSAIOS ARGUMENTATIVOS
MÉTODOS DE ENSEÑANZA
ENSAYO
PSICOMETRÍA
PSICOLOGÍA COGNOSCITIVA
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Cuestionario de estrategias para la escritura de ensayos argumentativos Questionnaire on strategies for argumentative essay writing Questionário de estratégias para a escritura de ensaios argumentativos |
| title |
Cuestionario de estrategias para la escritura de ensayos argumentativos |
| spellingShingle |
Cuestionario de estrategias para la escritura de ensayos argumentativos ESTRATEGIAS COGNITIVAS ENSAYOS ARGUMENTATIVOS UNIVERSITARIOS ESCALA MODELO RASCH COGNITIVE STRATEGIES ARGUMENTATIVE ESSAYS COLLEGE STUDENTS SCALE RASCH MODEL ENSAIOS ARGUMENTATIVOS MÉTODOS DE ENSEÑANZA ENSAYO PSICOMETRÍA PSICOLOGÍA COGNOSCITIVA |
| title_short |
Cuestionario de estrategias para la escritura de ensayos argumentativos |
| title_full |
Cuestionario de estrategias para la escritura de ensayos argumentativos |
| title_fullStr |
Cuestionario de estrategias para la escritura de ensayos argumentativos |
| title_full_unstemmed |
Cuestionario de estrategias para la escritura de ensayos argumentativos |
| title_sort |
Cuestionario de estrategias para la escritura de ensayos argumentativos |
| dc.creator.fl_str_mv |
Meneses-Báez, Alba Lucía Meneses-Báez, Alba Lucía |
| dc.contributor.author.spa.fl_str_mv |
Meneses-Báez, Alba Lucía |
| dc.contributor.author.none.fl_str_mv |
Meneses-Báez, Alba Lucía |
| dc.subject.spa.fl_str_mv |
ESTRATEGIAS COGNITIVAS ENSAYOS ARGUMENTATIVOS UNIVERSITARIOS ESCALA MODELO RASCH COGNITIVE STRATEGIES ARGUMENTATIVE ESSAYS COLLEGE STUDENTS SCALE RASCH MODEL ENSAIOS ARGUMENTATIVOS |
| topic |
ESTRATEGIAS COGNITIVAS ENSAYOS ARGUMENTATIVOS UNIVERSITARIOS ESCALA MODELO RASCH COGNITIVE STRATEGIES ARGUMENTATIVE ESSAYS COLLEGE STUDENTS SCALE RASCH MODEL ENSAIOS ARGUMENTATIVOS MÉTODOS DE ENSEÑANZA ENSAYO PSICOMETRÍA PSICOLOGÍA COGNOSCITIVA |
| dc.subject.lemb.spa.fl_str_mv |
MÉTODOS DE ENSEÑANZA ENSAYO PSICOMETRÍA PSICOLOGÍA COGNOSCITIVA |
| description |
This article presents the results of a research project aimed to identify reliability and validity indicators for the abreviated version of the Cuestionario de Estrategias para la Escritura de Ensayos (Questionnaire on Strategies for Essay Writing) (Meneses Baez & Salvador Mata, 2006) consisting of 37 Likert-type items (1 = never and 4 = always) which measures planning, transcript review and meta cognition and was administered to 540 undergraduate student volunteers. The analysis was performed with 486 students who obtained no extreme scores. Reliability and validity indicators were estimated using Rasch model and evidence for criterion validity. Results support unidimensionality and measurement adjustment; Rash coefficients for internal consistency and reliability for people and items were>.90; separation statistics for people and items were >2; items were distributed along the Rash rule; response categories with monotonous progression and appropriate distance between categories; correlations between the CEEEA-37 and the Self-regulation and Self-efficacy Perception Scales on writing were> 0.5 (p <.05). This test can help improve assessment and intervention in writing argumentative essays in college. Items with greater level of difficulty should be constructed and another field study should be carried out. |
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2013 |
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2013-10-31T20:07:03Z |
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2013-10-31T20:07:03Z |
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2013-06 |
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Artículo de revista |
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Meneses-Báez, A. (2013). Cuestionario de estrategias para la escritura de ensayos argumentativos. Acta Colombiana de Psicología, 16(1), 137-148. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/255 |
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0123-9155 |
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http://hdl.handle.net/10983/1050 |
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Meneses-Báez, A. (2013). Cuestionario de estrategias para la escritura de ensayos argumentativos. Acta Colombiana de Psicología, 16(1), 137-148. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/255 0123-9155 |
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spa |
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spa |
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Acta Colombiana de Psicología, Vol. 16, no 1. (ene.-jun. 2013); p. 137-148 |
| dc.relation.references.spa.fl_str_mv |
Bereiter, C. & Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale. NJ: Lawrence Erlbaum Associates. Breetvelt, I, Van den Bergh, H. & Rijlaarsdam, G. (1994). Relations between writing processes and text quality: When and how? Cognition and Instruction 12, 103-123. Bond, T.G. & Fox, C.M. (2007). Applying the Rasch Model: Fundamental measurement in the human sciences. (2nd Ed.) Mahwah, NJ: Erlbaum Associates. Campbell, D. T. & Fiske D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin. 56, 81-105. Camps, A. Miliam, M. (2000). La actividad metalingüística en el aprendizaje de la escritura. M. Miliam & A. Camps (eds.) El Papel de la Actividad Metalingüística en el Aprendizaje de la Escritura. Rosario, Santafé, Argentina: Homo Sapiens. Conrad, K. J., Conrad, K. M., Riley, B.B. and Funk, R. (2011). Validation of the Substance Problem Scale (SPS) to the Rasch Measurement Model, GAIN Methods Report. Chicago, IL: Chestnut Health Systems, 1-32. Conrad, K. J., Iris, M., Ridings, J. W. Langley, K. & Wilber, K. (2010). Self-report Measure of Financial Explotation of Older Adults. The Gerentologist, 50, 6, 758-773. doi:10.1093/geront/gnq054. Conrad, K. J., Dennis, M.L., Bezruczko, N. & Funk, R. (2007). Substance use disorder symptoms: Evidence of differential item functioning by age. Journal of Applied Measurement, 8 (4), 373-387. Conrad, K.J. & Smith, E.V. (2004). International conference on objective measurement: Applications of Rasch analysis in health care. Medical Care, 2004; 42 (suppl I) 1-6. Crocker, L. & Algina, J. (1986). Introduction to Classical and Modern Test Theory. New York: Harcourt Brace Jovanovich College Publishers. Elosua, P. & López Jáuregui, A. (2007). Aplicación de cuatro procedimientos de detección de funcionamiento diferencial sobre ítems politómicos. Psicothema, 19, 002, 329-336. Graham, S., Shwartz, S. y MacArthur, C. (1993). Learning disabled students and normally achieving student's knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26, 237-249. Green, K. E. & Frantom, C.G. (2002). Survey development and validation with the Rasch model. A paper presented at the International Conference on Questionnaire Development Evaluation, and Testing, Charleston SC, November 14-17. Flower, L. S. & Hayes, J. R., (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387. Flower, L. S. & Hayes, J. R., (1980). The dynamics of composing: Making plans and juggling constraints. In L. W. Greeg & E. R. Steinberg (Eds.), Cognitive Processes in Writing. 31-50. Hillsdale, N. J.: Erlbaum. Frias, M. (1996). Procesos Creativos para la construcción de textos. Bogotá, Colombia: Cooperativa Magisterio. Hambleton, R. y Jones R. (1993). Comparison of Classical Test Theory and Item Response Theory and Their Application to Test Development. ITEMS: The Instructional Topics in Educational Measurement Series, 12 (3), 253-262. Harris, D. (1989). Comparison of 1-, 2-, and 3-Parameter IRT Models. ITEMS: The Instructional Topics in Educational Measurement Series, 8 (1), 35-41. Hayes, J.R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy, & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 1-27). Mahwah, NJ: Lawrence Erlbaum Associates. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing process. In L. W. Greeg & E. R. Steinberg (Eds.), Cognitive Process in Writing. Hillsdale, NJ: Lawrence Erlbaum Associates. Hounsell, D. (1997). Contrasting Conceptions of Essay-Writing in The Experience of Learning: Implications for Teaching and Studying in Higher Education, Ed. R. Marton; D. Hounsell & N. Entwistle, p. 106-125, Edinburgh: Scottish Academic Press, 0-7073-0749-X. Linacre, L. M. (2012a). Winsteps Tutorial 4. June. Recuperado de http://www.winsteps.com/a/winsteps-tutorial-4.pdf en enero 12 de 2012 Linacre, L. M. (2012b). Winsteps Tutorial 3. June. Recuperado de http://www.winsteps.com/a/winsteps-tutorial-3.pdf en enero 12 de 2012 Linacre, L. M. (2012c). Winsteps Tutorial 2. June. Recuperado de http://www.winsteps.com/a/winsteps-tutorial-2.pdf enero 12 de 2012 Linacre, J.M. (2011). Winsteps Rasch Measurement (Version 3.73.0).http://www.winsteps.com. Author Linacre J.M. (2006). Data Variance Explained by Measures, Rasch Measurement Transactions, 20:1 p. 1045. Linacre, J.M. (2002). Optimizing Rating Scale Category Effectiveness. Journal of Applied Measurement 3, 1, 85-106. Linacre, J. M. (1999). Investigating Rating Scale Category Utility. Journal of Outcome Measurement. 3, 2, 103-122 Linacre, J.M. (1998). Structure in Rasch residuals: Why principal components analysis (PCA)? Rasch Measurement Transactions, 1 (2), 636. Meneses Báez, A. L., Hernández, C., Lesser-Sanabria, N. & Sáenz-Correal (2009). Procesos cognitivos implicados en la construcción de un ensayo en estudiantes universitarios. Cuadernos Hispanoamericanos de Psicología, 10, 2, 7-19. Meneses Báez, A. L. & Salvador Mata, F. (2006). Procesos cognitivos en la escritura de estudiantes universitarios. Departamento de Psicología Evolutiva y de la Comunicación: Universidad de Vigo. Meneses Báez, A. L., Salvador Mata, F. & Ravelo, E. R. (2007. Descripción de los procesos cognitivos implicados en la escritura de un ensayo. Acta Colombiana de Psicología, 10 (1), 83-98. Nunnally, J. C. (1978). Psychometric Theory (2nd ed.). New York: McGraw-Hill. Pardo, C. y Rocha, M. (2010). Manual para el procesamiento y análisis de datos aplicación piloto. En Compendio de los manuales del Serce. Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO Santiago) y del Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación (LLECE), 225-263. Pintrich, P. R., Simith, D., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53 (3), 801-813 Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning Read, B. & Francis, B. (2001). Playing safe: undergraduate essay writing and the presentation of the student voice. British Journal of Sociology of Education. 22, 387-399. Reckase, M. (1979). Unifactor latent trait models applied to multifactor tests: Results and implications. Journal of Educational Statistics, 4, 207-230. |
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Meneses-Báez, Alba Lucía6817ef4d-0ba7-4287-8738-7701a3ea74c9-1Meneses-Báez, Alba Lucíavirtual::2325-12013-10-31T20:07:03Z2013-10-31T20:07:03Z2013-06This article presents the results of a research project aimed to identify reliability and validity indicators for the abreviated version of the Cuestionario de Estrategias para la Escritura de Ensayos (Questionnaire on Strategies for Essay Writing) (Meneses Baez & Salvador Mata, 2006) consisting of 37 Likert-type items (1 = never and 4 = always) which measures planning, transcript review and meta cognition and was administered to 540 undergraduate student volunteers. The analysis was performed with 486 students who obtained no extreme scores. Reliability and validity indicators were estimated using Rasch model and evidence for criterion validity. Results support unidimensionality and measurement adjustment; Rash coefficients for internal consistency and reliability for people and items were>.90; separation statistics for people and items were >2; items were distributed along the Rash rule; response categories with monotonous progression and appropriate distance between categories; correlations between the CEEEA-37 and the Self-regulation and Self-efficacy Perception Scales on writing were> 0.5 (p <.05). This test can help improve assessment and intervention in writing argumentative essays in college. Items with greater level of difficulty should be constructed and another field study should be carried out.O presente artigo apresenta os resultados da pesquisa cujo objetivo foi estabelecer indicadores de confiabilidade e validade para a versão abreviada do Questionário de Estratégias para a Escritura de Ensaios (Meneses Báez & Salvador Mata, 2006) de 37 itens tipo Likert (1= nunca e 4= sempre) que mede planejamento, transcrição, revisão e meta cognição foi aplicada a 540 estudantes voluntários de graduação. A análise foi feita com 486 estudantes que não apresentavam pontuações extremas. Estimaram-se indicadores de confiabilidade e validade utilizando o modelo Rasch e evidência para validade de critério. Os resultados sustentam unidimensionalidade e ajuste da medida, coeficientes de consistência interna e confiabilidade Rasch para pessoas e itens >.90; estatísticos de separação para pessoas e itens >2; itens distribuídos ao longo da regra Rasch; categorias de resposta com progressão monótona e distância entre categorias apropriada; as correlações entre CEEEA-37 e as escalas de Autorregulação e Percepção de Autoeficácia na Escritura foram >.5 (p<.05). Este teste pode contribuir com o melhoramento da avaliação e intervenção na escritura de ensaios argumentativos em universitários, deve-se elaborar itens com maior dificuldade e realizar um novo estudo de campo.El presente artículo presenta los resultados de la investigación cuyo objetivo fue establecer indicadores de confiabilidad y validez a la versión abreviada del Cuestionario de Estrategias para la Escritura de Ensayos (Meneses Báez & Salvador Mata, 2006) de 37 ítems tipo Likert (1= nunca y 4= siempre) que mide planificación, transcripción, revisión y meta cognición fue aplicada a 540 estudiantes voluntarios de pregrado. El análisis se realizó con 486 estudiantes que no presentaban puntajes extremos. Se estimaron indicadores de confiabilidad y validez utilizando el modelo Rasch y evidencia para validez de criterio. Los resultados sustentan unidimensionalidad y ajuste de la medida, coeficientes de consistencia interna y confiabilidad Rasch para personas e ítems >.90; estadísticos de separación para personas e ítems >2; ítems distribuidos a lo largo de la regla Rasch; categorías de respuesta con progresión monótona y distancia entre categorías apropiada; las correlaciones entre CEEEA-37 y las escalas de Autorregulación y Percepción de Autoeficacia en la Escritura fueron >.5 (p<.05). Esta prueba puede contribuir a mejorar la evaluación e intervención en la escritura de ensayos argumentativos en universitarios, se deben elaborar ítems con mayor dificultad y realizar un nuevo estudio de campo.application/pdfMeneses-Báez, A. (2013). Cuestionario de estrategias para la escritura de ensayos argumentativos. Acta Colombiana de Psicología, 16(1), 137-148. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/2550123-9155http://hdl.handle.net/10983/1050spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 16, no 1. (ene.-jun. 2013); p. 137-148Bereiter, C. & Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale. NJ: Lawrence Erlbaum Associates.Breetvelt, I, Van den Bergh, H. & Rijlaarsdam, G. (1994). Relations between writing processes and text quality: When and how? Cognition and Instruction 12, 103-123.Bond, T.G. & Fox, C.M. (2007). Applying the Rasch Model: Fundamental measurement in the human sciences. (2nd Ed.) Mahwah, NJ: Erlbaum Associates.Campbell, D. T. & Fiske D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin. 56, 81-105.Camps, A. Miliam, M. (2000). La actividad metalingüística en el aprendizaje de la escritura. M. Miliam & A. Camps (eds.) El Papel de la Actividad Metalingüística en el Aprendizaje de la Escritura. Rosario, Santafé, Argentina: Homo Sapiens.Conrad, K. J., Conrad, K. M., Riley, B.B. and Funk, R. (2011). Validation of the Substance Problem Scale (SPS) to the Rasch Measurement Model, GAIN Methods Report. Chicago, IL: Chestnut Health Systems, 1-32.Conrad, K. J., Iris, M., Ridings, J. W. Langley, K. & Wilber, K. (2010). Self-report Measure of Financial Explotation of Older Adults. The Gerentologist, 50, 6, 758-773. doi:10.1093/geront/gnq054.Conrad, K. J., Dennis, M.L., Bezruczko, N. & Funk, R. (2007). Substance use disorder symptoms: Evidence of differential item functioning by age. Journal of Applied Measurement, 8 (4), 373-387.Conrad, K.J. & Smith, E.V. (2004). International conference on objective measurement: Applications of Rasch analysis in health care. Medical Care, 2004; 42 (suppl I) 1-6.Crocker, L. & Algina, J. (1986). Introduction to Classical and Modern Test Theory. New York: Harcourt Brace Jovanovich College Publishers.Elosua, P. & López Jáuregui, A. (2007). Aplicación de cuatro procedimientos de detección de funcionamiento diferencial sobre ítems politómicos. Psicothema, 19, 002, 329-336.Graham, S., Shwartz, S. y MacArthur, C. (1993). Learning disabled students and normally achieving student's knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26, 237-249.Green, K. E. & Frantom, C.G. (2002). Survey development and validation with the Rasch model. A paper presented at the International Conference on Questionnaire Development Evaluation, and Testing, Charleston SC, November 14-17.Flower, L. S. & Hayes, J. R., (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.Flower, L. S. & Hayes, J. R., (1980). The dynamics of composing: Making plans and juggling constraints. In L. W. Greeg & E. R. Steinberg (Eds.), Cognitive Processes in Writing. 31-50. Hillsdale, N. J.: Erlbaum.Frias, M. (1996). Procesos Creativos para la construcción de textos. Bogotá, Colombia: Cooperativa Magisterio.Hambleton, R. y Jones R. (1993). Comparison of Classical Test Theory and Item Response Theory and Their Application to Test Development. ITEMS: The Instructional Topics in Educational Measurement Series, 12 (3), 253-262.Harris, D. (1989). Comparison of 1-, 2-, and 3-Parameter IRT Models. ITEMS: The Instructional Topics in Educational Measurement Series, 8 (1), 35-41.Hayes, J.R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy, & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 1-27). Mahwah, NJ: Lawrence Erlbaum Associates.Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing process. In L. W. Greeg & E. R. Steinberg (Eds.), Cognitive Process in Writing. Hillsdale, NJ: Lawrence Erlbaum Associates.Hounsell, D. (1997). Contrasting Conceptions of Essay-Writing in The Experience of Learning: Implications for Teaching and Studying in Higher Education, Ed. R. Marton; D. Hounsell & N. Entwistle, p. 106-125, Edinburgh: Scottish Academic Press, 0-7073-0749-X.Linacre, L. M. (2012a). Winsteps Tutorial 4. June. Recuperado de http://www.winsteps.com/a/winsteps-tutorial-4.pdf en enero 12 de 2012Linacre, L. M. (2012b). Winsteps Tutorial 3. June. Recuperado de http://www.winsteps.com/a/winsteps-tutorial-3.pdf en enero 12 de 2012Linacre, L. M. (2012c). Winsteps Tutorial 2. June. Recuperado de http://www.winsteps.com/a/winsteps-tutorial-2.pdf enero 12 de 2012Linacre, J.M. (2011). Winsteps Rasch Measurement (Version 3.73.0).http://www.winsteps.com. AuthorLinacre J.M. (2006). Data Variance Explained by Measures, Rasch Measurement Transactions, 20:1 p. 1045.Linacre, J.M. (2002). Optimizing Rating Scale Category Effectiveness. 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(1979). Unifactor latent trait models applied to multifactor tests: Results and implications. Journal of Educational Statistics, 4, 207-230.Derechos Reservados - Universidad Católica de Colombia, 2013info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)https://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2ESTRATEGIAS COGNITIVASENSAYOS ARGUMENTATIVOSUNIVERSITARIOSESCALAMODELO RASCHCOGNITIVE STRATEGIESARGUMENTATIVE ESSAYSCOLLEGE STUDENTSSCALERASCH MODELENSAIOS ARGUMENTATIVOSMÉTODOS DE ENSEÑANZAENSAYOPSICOMETRÍAPSICOLOGÍA COGNOSCITIVACuestionario de estrategias para la escritura de ensayos argumentativosQuestionnaire on strategies for argumentative essay writingQuestionário de estratégias para a escritura de ensaios argumentativosArtículo de 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