چكيده فارسي :
By the ever-growing concern for academic writing, academic literacy, and plagiarism, investigating writers’ authorial identity has recently increased conspicuously. This survey study is theoretically informed by Poststructuralist perspective of identity and serves two specific purposes: firstly, to explore how Iranian graduate students from three fields of English, Engineering, and Biology are different in their perception of authorial identity and secondly, to investigate the effect of gender on their authorial identity. The participants included 120 graduate students (60 male and 60 female) from three universities in the city of Tehran. The main instrument was Cheung et al.’s (2015) Student Attitudes and Beliefs to Authorship Scale (SABAS) which was composed of three factors namely authorial confidence, valuing writing, and identification with author. This 17-item questionnaire was translated into Persian, back-translated, and then piloted (=0.78) before its final administration. The results of the survey administration showed that not only was there a significant difference between the authorial identity of the participants from each of the fields, but also gender played a significant role in graduate students’ perception of authorial identity. The results of this study further showed that English graduate students had the highest level of authorial identity; moreover, male graduate students had higher authorial identity than their female peers regardless of their field of study. These findings are discussed from both theoretical and pedagogical perspectives and their implications for the Iranian context are presented.
