<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2025000100205</article-id>
<article-id pub-id-type="doi">10.31391/muls2467</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actitudes de estudiantes de posgrado hacia la escritura colaborativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Graduate students&#8217; attitudes towards collaborative writing]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Méndez]]></surname>
<given-names><![CDATA[Edith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Méndez]]></surname>
<given-names><![CDATA[Griselda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de Quintana Roo Departamento de Humanidades y Antropología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana Instituto de Investigaciones y Estudios Superiores Económicos y Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2025000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2025000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2025000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. Este artículo presenta los resultados de un estudio cuyos objetivos fueron describir las actitudes de un grupo de estudiantes de doctorado en México hacia la escritura colaborativa, así como examinar los factores que afectan dichas actitudes. El sustento teórico se basa en el concepto de escritura colaborativa (Corcelles y Oliva, 2016), el proceso de la escritura (Flower y Hayes, 1981), las dinámicas de grupo (Orozco, 2006) y el modelo tripartita de las actitudes (Briñol et al., 2007). Con un alcance descriptivo y un enfoque mixto, se realizó un estudio de caso en un programa de doctorado. Los instrumentos empleados fueron una entrevista abierta y semiestructurada y reportes escritos. Se encontró que las actitudes en general son negativas y algunas ambivalentes hacia la coescritura. La causa principal parece ser una escasa o limitada experiencia en este tipo de actividades. El componente afectivo parece tener un papel primordial en ello, mientras que el componente cognitivo revela una percepción incompleta de la verdadera escritura colaborativa, vacíos de información sobre las fases del proceso escritural y las dinámicas grupales. Es necesario, por tanto, desarrollar y fortalecer no solo las habilidades escriturales, sino también el trabajo colaborativo en las aulas y hacerlo en todos los niveles educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. We report the findings of a study aimed at describing the attitudes of a class of PhD students towards collaborative writing in Mexico, and to examine the factors affecting such attitudes. The theoretical perspective was based on the concept of Collaborative writing (Corcelles y Oliva, 2016); the writing process (Flower y Hayes, 1981); Group dynamics (Orozco, 2006); and the tripartite model of attitudes (Briñol et al. 2007). This a descriptive, mixed-methods case study, in a doctoral program. An open and semi structured interview, and a written report were the instruments used for data collection. We found that the attitudes, overall, are negative and ambivalent towards cowriting. This seems to be due to poor or limited experience in this type of activity. The affective component plays a predominant role in these attitudes whereas the cognitive component demonstrates an incomplete perception of true collaborative writing, information gaps about the writing process and the group dynamics. Therefore, we need to build and strengthen not only writing skills but also collaborative work in the classroom, in all educational settings.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[actitudes]]></kwd>
<kwd lng="es"><![CDATA[escritura colaborativa]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de posgrado]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[attitudes]]></kwd>
<kwd lng="en"><![CDATA[collaborative writing]]></kwd>
<kwd lng="en"><![CDATA[graduate students]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
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