Mayilin Moreno-Torres

Mayilin Moreno-Torres is a researcher and assistant professor of psychology at Universidad del Norte (Colombia). She holds a master's degree in the psychology of cognitive processes and a PhD from the University of Toulouse Jean Jaurès (France). Her research is situated at the intersection of developmental psychology and cognitive processes, with a first line of research focused on language, communication, and their development across different contexts. A second line of research examines beliefs (mindset), motivation, and self-regulation among students and teachers in higher education, and their role in academic success. She approaches these issues from an intercultural perspective, drawing on various contexts of analysis, including academic writing—particularly through the metacognitive processes it involves—with special attention to educational inequalities.

The project

Title: Teacher Mindset, Feedback Practices, and Academic Writing Support: A Comparative France–Colombia Study in Higher Education

"This project examines how university teachers in France and Colombia conceive academic writing, how they support students’ writing processes, how they provide feedback, and how their implicit beliefs (mindsets) shape these practices. Drawing on more than twenty years of research on academic difficulties, achievement motivation, metacognition, and university writing, this study introduces an innovative dimension: teachers' mindsets about students’ capacity to learn, improve, and persist in writing tasks. The project will be conducted in collaboration with the ACTé Laboratory (Université Clermont-Auvergne), the EPEE research programme (Effets des Pratiques d’Enseignement, coordinated by Prof. Dyanne Escorcia), and the University Data Platform (PUD) of the MSH Clermont-Ferrand. Using a mixed-methods design—including the intercultural adaptation of Hwang's (2025) Writing Mindset and Feedback Questionnaire, semi-structured interviews, and classroom observations—this study aims to produce the first comparative model of how mindset, emotion, and feedback interact in university writing instruction across two educational cultures (France–Colombia)."

Hosting institution: ACTé (Activité, Connaissance, Transmission, éducation - UR n°4281), Université Clermont-Auvergne, Chamalières. 

Selective Bibliography

Project-related publications

2026

• Escorcia, D., Moreno-Torres, M., & Pironom, J. (2026). Predicting synthesis writing performance: What role does self-efficacy for writing play in the relationship between metacognition and academic text quality? Article soumis pour publication.

2025

• Moreno Torres, M., Cantillo-Alarcón, M. L., & Escorcia, D. (2025). Determinants of metacognitive components of writing in university students. Educación y Humanismo, 27(49), 1–22.

2023

• Moreno Torres, M., Llinás, E. C., Llinás Solano, H., & Rodríguez Castillo, R. (2023). Motivación de logro y recuperación académica en estudiantes universitarios. En Aulas develadas 4: La práctica, con investigación, se cambia (pp. 61–78). Universidad del Norte.

2019

• Escorcia, D., & Moreno, M. (2019). Teaching and assessment practices for academic writing: An analysis of teacher profiles. Journal of Learning Development in Higher Education, 16, 1–20.

2018

• Moreno Torres, M., & De las Salas Guerrero, M. (2018). ¿Qué motiva a mis estudiantes a aprender, qué hago yo para lograrlo? En Aulas develadas 3: La práctica, con investigación, se cambia (pp. 19–34). Universidad del Norte.

2016

• Campo, K., Escorcia, D., Moreno, M., & Palacio, J. (2016). Metacognición, escritura y rendimiento académico en universitarios de Colombia y Francia. Avances en Psicología Latinoamericana, 34(2), 233–252.