162558 20251017144604.0 doi 10.3390/su12198266 sideral 145141 ART-2020-145141 eng Arroyo Gonzalez, Rosario The 2030 challenge in the quality of higher education: Metacognitive, motivational and structural factors, predictive of written argumentation, for the dissemination of sustainable knowledge 2020 Access copy available to the general public Unrestricted The 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. info:eu-repo/semantics/openAccess by https://creativecommons.org/licenses/by/4.0/deed.es 3.251 2020 ENVIRONMENTAL SCIENCES 124 / 273 = 0.454 2020 Q2 T2 ENVIRONMENTAL STUDIES 60 / 125 = 0.48 2020 Q2 T2 GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY 30 / 44 = 0.682 2020 Q3 T3 GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY 6 / 9 = 0.667 2020 Q3 T3 0.611 2020 Energy Engineering and Power Technology 2020 Q1 Environmental Science (miscellaneous) 2020 Q1 Renewable Energy, Sustainability and the Environment 2020 Q1 Management, Monitoring, Policy and Law 2020 Q1 Geography, Planning and Development 2020 Q1 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion de la Hoz Ruiz, Javier (orcid)0000-0001-7670-5662 Montejo Gamez, Jesus 12, 19 (2020), 8266 [18 pp.] Sustainability (Basel) Sustainability (Switzerland) 2071-1050 1064719 http://zaguan.unizar.es/record/162558/files/texto_completo.pdf Versión publicada 2448507 http://zaguan.unizar.es/record/162558/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:162558 articulos driver 2025-10-17-14:14:50 ARTICLE