Motivation for academic writing in students of economics and management sciences at a public university

• Autor: Solís, Nora
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Universidad Nacional Mayor de San Marcos
• Repositorio: Revistas - Universidad Nacional Mayor de San Marcos
• Lenguaje: español
• OAI Identifier: oai:revistasinvestigacion.unmsm.edu.pe:article/27170
• Enlace del recurso: https://revistasinvestigacion.unmsm.edu.pe/index.php/lenguaysociedad/article/view/27170
• Nivel de acceso: acceso abierto
• Materia: escritura académica; autoeficacia; motivación intrínseca; motivación extrínseca; autorregulación; academic writing; self-efficacy; intrinsic motivation; extrinsic motivation; self-regulation; escrita acadêmica; autoeficácia; motivação intrínseca; motivação extrínseca; autorregulação

This study aimed to determine how students perceive themselves as motivated for academic writing in a sample of 87 students (47 = female, 40 = male), in economic sciences and management at a public university. The Motivation Questionnaire for Academic Writing was used to measure motivation, consisting of 37 questions, which include four dimensions: self-efficacy, intrinsic motivation, extrinsic motivation, and self-regulation. The questionnaire was translated from English to Spanish and validated by a group of translators. Then, a group of expert judges carried out the content validity. The questionnaire was then applied to a pilot group to observe the instrument's reliability, resulting in 0.902 in Cronbach's alpha. Finally, the questionnaire was applied to a sample of 87 first-year Economic Sciences and Management students at a public university. The results of the Motivation for Academic Writing Questionnaire show that female students showed a higher degree of motivation for academic writing in the four dimensions compared to male students, although these results were not significant. In the general results, it is observed that the majority of students of economic sciences showed greater extrinsic motivation since they agree that academic writing will contribute to their professional development and, consequently, they feel motivated to write academic texts in an organized manner, an aspect linked to self-regulation. Similarly, they feel self-efficacious in their knowledge of the normative use of language, for which they are willing to make an effort in matters of writing.