000162558 001__ 162558 000162558 005__ 20251017144604.0 000162558 0247_ $$2doi$$a10.3390/su12198266 000162558 0248_ $$2sideral$$a145141 000162558 037__ $$aART-2020-145141 000162558 041__ $$aeng 000162558 100__ $$aArroyo Gonzalez, Rosario 000162558 245__ $$aThe 2030 challenge in the quality of higher education: Metacognitive, motivational and structural factors, predictive of written argumentation, for the dissemination of sustainable knowledge 000162558 260__ $$c2020 000162558 5060_ $$aAccess copy available to the general public$$fUnrestricted 000162558 5203_ $$aThe United Nations 2030 agenda includes quality university education, highlighting the importance of writing competence, as a basic skill for the dissemination of sustainable knowledge. However, there is little evidence of the factors that predict effective written communication to support such quality. Among these factors, the literature highlights motivation and writing metacognition, as well as the adequate structuring of the academic and/or scientific genre. The main novelty of the present research is the study of the relationships between the mentioned factors, measured with validated instruments. To this end, content analysis is first applied to determine the rhetorical moves of argumentative essays written by a sample of 72 university students. Secondly, the correlations between each of the rhetorical moves, metacognition and argumentative writing self-efficacy are calculated. The relationships are studied in depth, applying step-by-step linear regression models. Finally, the dependence of the results, observed with respect to unmeasured factors, is contrasted by means of a confirmatory analysis based on structural equations. The analyses show that it is the practical ability to express rhetorical moves—Conclusion and Bibliographic References—which predicts a students’ writing metacognition. Moreover, the minor relationship that argumentative self-efficacy shows with the expression of rhetorical moves, compared to writing metacognition, point to the need to consider another motivational dimension that is driving the learning of the argumentative essay at university level, a hypothesis that is confirmed with the structural equations model. These, and other findings, allow for the establishment of a series of educational quality criteria for the empowerment of written argumentation in academic and scientific contexts. 000162558 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es 000162558 590__ $$a3.251$$b2020 000162558 591__ $$aENVIRONMENTAL SCIENCES$$b124 / 273 = 0.454$$c2020$$dQ2$$eT2 000162558 591__ $$aENVIRONMENTAL STUDIES$$b60 / 125 = 0.48$$c2020$$dQ2$$eT2 000162558 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b30 / 44 = 0.682$$c2020$$dQ3$$eT3 000162558 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b6 / 9 = 0.667$$c2020$$dQ3$$eT3 000162558 592__ $$a0.611$$b2020 000162558 593__ $$aEnergy Engineering and Power Technology$$c2020$$dQ1 000162558 593__ $$aEnvironmental Science (miscellaneous)$$c2020$$dQ1 000162558 593__ $$aRenewable Energy, Sustainability and the Environment$$c2020$$dQ1 000162558 593__ $$aManagement, Monitoring, Policy and Law$$c2020$$dQ1 000162558 593__ $$aGeography, Planning and Development$$c2020$$dQ1 000162558 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000162558 700__ $$0(orcid)0000-0001-7670-5662$$ade la Hoz Ruiz, Javier 000162558 700__ $$aMontejo Gamez, Jesus 000162558 773__ $$g12, 19 (2020), 8266 [18 pp.]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050 000162558 8564_ $$s1064719$$uhttps://zaguan.unizar.es/record/162558/files/texto_completo.pdf$$yVersión publicada 000162558 8564_ $$s2448507$$uhttps://zaguan.unizar.es/record/162558/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000162558 909CO $$ooai:zaguan.unizar.es:162558$$particulos$$pdriver 000162558 951__ $$a2025-10-17-14:14:50 000162558 980__ $$aARTICLE