Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major

• DOI: 10.1515/applirev-2020-0103
• Publication Date: 2022-04-22T17:23:42Z
• Authors: Bin Shen; Barry Bai
• Keywords: Moderation; Zhàng; Self-Regulated Learning; Self-Efficacy; Moderated mediation

Abstract Self-regulated (SRL) writing strategy use is considered a potent method for improving performance. Motivational regulation, an underresearched aspect of SRL, has become more recognized in SRL models recently. The present study aims to depict the interplay among strategies and English It also examined influences motivational regulation on performance, whether such relationship would be mediated by other strategies. Endeavors were made evaluate moderation effects gender major, predictive self-efficacy. Teng, L. S. & J. Zhang. 2016a. A questionnaire-based validation multidimensional self-regulated learning Modern Language Journal 100(3). 674–701. Writing Strategies Learning Questionnaire was administered 340 university students China, their test scores collected. Structural equation modeling results verified hypothesized partial mediation model with both direct indirect paths from Cognitive metacognitive served as mediators while social failed do so. No effect major found. Learners’ self-efficacy beliefs predicted strategies, strongest Pedagogical implications are drawn.