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Artículos de Investigación

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Escritura académica procesual y pensamiento crítico en universitarios: un modelo de ecuaciones estructurales

Process-oriented academic writing and critical thinking in university students: a structural equation model
Publicado
2026-11-05
Contexto: La composición académica por procesos y el razonamiento crítico constituyen competencias transversales centrales de la formación universitaria. Objetivo: Determinar la relación estructural entre la escritura académica como proceso y el pensamiento crítico en estudiantes de Educación de una universidad peruana. Método: Estudio cuantitativo, no experimental, transversal y correlacional con 120 estudiantes. La planificación y la revisión se evaluaron mediante cuestionario; la textualización, con una rúbrica aplicada a ensayos y monografías; el pensamiento crítico, mediante una escala Likert de interpretación, análisis y evaluación. Se estimó un modelo de ecuaciones estructurales. Resultados: La escritura académica como proceso se asoció positiva y significativamente con el pensamiento crítico (β = .597; p < .001); la planificación (λ = .721) y revisión (λ = .724) mostraron cargas positivas y la textualización presentó una carga no significativa (λ = −.030; p = .737). Conclusiones: Se observa una asociación entre ambos constructos, pero la estructura de medición de la escritura académica requiere revisión, especialmente en la dimensión de textualización.
Context: Academic writing as a process and critical reasoning are core transversal competencies in university education. Objective: To determine the structural relationship between academic writing as a process and critical thinking among Education students at a Peruvian university. Method: A quantitative, non-experimental, cross-sectional, and correlational study involving 120 students. Planning and revision were assessed via a questionnaire; text production (textualization) was evaluated using a rubric applied to essays and monographs; and critical thinking was measured using a Likert scale covering interpretation, analysis, and evaluation. A structural equation model was estimated. Results: Academic writing as a process was positively and significantly associated with critical thinking (β = .597; p < .001). Planning (λ = .721) and revision (λ = .724) showed positive factor loadings, while text production (textualization) showed a non-significant loading (λ = −.030; p = .737). Conclusions: An association exists between the two constructs; however, the measurement structure for academic writing requires revision, particularly regarding the dimension of text production (textualization).
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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