Reading and Writing in University Students. Self-perceived Performance

Abstract

This study examines the self-perception of Psychology Students (UNLP-Argentina) performance as readers and writers. It is carried out within the framework of research on "academic literacy" and stems from instructorśconcerns about the inadequacy of academic language skills of students and consequently the high percentage of college dropout. A transactional descriptive study examined 50 first year students and 40 fifth year students and was conducted via a questionnaire designed to detect the presence/absence of self-perception of difficulty, the types of perceived difficulties, and causes for such difficulties. Similarities/differences in participantśself-perception in these two groups were identified: 1st year students perceive greater difficulties. The conclusions discuss the implications of these results in terms of the issues addressed and their importance in the design of intervention strategies to promote successful performance in college.