Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis
Abstract
:1. Introduction
2. Literature Review
2.1. L2 Writing Strategies
2.2. Self-Regulated Learning
2.3. Self-Regulated Writing Strategies
3. Methods
3.1. Participants and Research Settings
3.2. Data Analysis
3.3. Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ)
4. Results
4.1. Item Analysis
4.2. Reliability of the Questionnaire
4.3. Exploratory Factor Analysis
4.4. Confirmatory Factor Analysis
4.4.1. Convergent Validity
4.4.2. Discriminant Validity
4.4.3. Construct Validity and Model Comparisons
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Strategy Domain | Questionnaire Items | |
---|---|---|
Cognition | Text Processing (TP) | When writing, I use some literary devices to make the composition more interesting. |
When writing, I check grammar mistakes. | ||
When writing, I check spelling and punctuation. | ||
When writing, I check the structure for logical coherence. | ||
When writing, I check the cohesiveness or connection among sentences. | ||
When writing, I check whether the topic and the content have been clearly expressed. | ||
Course Memory (CM) | I write useful words and expressions taught in writing courses to help me remember them. | |
I speak out useful words and expressions taught in writing courses to help me remember them. | ||
I read my class notes and the course material over and over again to help me remember them. | ||
Metacognition | Idea Planning (IP) | Before writing, I read related articles to help me plan. |
Before writing, I use the internet to search for related information to help me plan. | ||
Before writing, I think about the core elements of good composition that I have learned to help me plan. | ||
Goal-Oriented Monitoring and Evaluating (GME) | When learning to write, I set up goals for myself in order to direct my learning activities. | |
When learning to write, I check my progress to make sure I achieve my goal. | ||
I evaluate my mastery of the knowledge and skills learned in writing courses. | ||
I monitor my learning process in writing courses. | ||
When writing, I tell myself to follow my plan. | ||
When learning to write, I set up a learning goal to improve my writing. | ||
Social Behavior | Peer Learning (PL) | I brainstorm with my peers to help me write. |
I discuss with my peers to gain more ideas to write with. | ||
I work with my peers to complete a writing task. | ||
Feedback Handling (FH) | I am open to peer feedback on my writing. | |
I am open to teacher feedback on my writing. | ||
I try to improve my English writing on the basis of peer feedback. | ||
I try to improve my English writing on the basis of teacher feedback. | ||
Motivational Regulation | Interest Enhancement (IE) | I look for ways to bring more fun to the learning of writing. |
I choose interesting topics to practice writing. | ||
I connect the writing task with my real life to intrigue me. | ||
I try to connect the writing task with my personal interests. | ||
Motivational Self-Talk (MST) | I remind myself about how important it is to earn good grades in writing courses. | |
I tell myself that it is important to practice writing to outperform my peers. | ||
I compete with other students and challenge myself to do better than them in writing courses. | ||
I tell myself to practice writing to earn good grades. | ||
I tell myself that I need to keep studying to improve my writing competence. | ||
I persuade myself to work hard in writing courses to improve my writing skills and knowledge. | ||
I persuade myself to keep on learning in writing courses to find out how much I can learn. | ||
I tell myself that I should keep on learning in writing courses to become good at writing. | ||
Emotional Control (EC) | I tell myself not to worry when taking a writing test or answering questions in writing courses. | |
I tell myself to keep on writing when I want to give it up. | ||
I find ways to regulate my mood when I want to give up on writing. |
Questionnaire and Its Dimensions | Number of Questions | Cronbach’s Coefficient | CR |
---|---|---|---|
Text Processing (TP) | 6 | 0.901 | 0.906 |
Course Memory (CM) | 3 | 0.797 | 0.823 |
Idea Planning (IP) | 3 | 0.851 | 0.864 |
Goal-Oriented Monitoring and Evaluating (GME) | 6 | 0.897 | 0.902 |
Peer Learning (PL) | 3 | 0.809 | 0.826 |
Feedback Handling (FH) | 4 | 0.865 | 0.874 |
Interest Enhancement (IE) | 4 | 0.844 | 0.855 |
Motivational Self-Talk (MST) | 8 | 0.906 | 0.910 |
Emotional Control (EC) | 3 | 0.822 | 0.848 |
Construct | Item | Estimate (Standardized) | S.E. | p-Value | CR | AVE |
---|---|---|---|---|---|---|
GME | GME1 | 0.878 | 0.897 | 0.595 | ||
GME2 | 0.74 | 0.044 | *** | |||
GME3 | 0.704 | 0.046 | *** | |||
GME4 | 0.784 | 0.044 | *** | |||
GME5 | 0.766 | 0.044 | *** | |||
GME6 | 0.744 | 0.044 | *** | |||
IP | IP1 | 0.876 | 0.844 | 0.645 | ||
IP2 | 0.751 | 0.05 | *** | |||
IP3 | 0.777 | 0.051 | *** | |||
PL | PL1 | 0.833 | 0.82 | 0.604 | ||
PL2 | 0.77 | 0.064 | *** | |||
PL3 | 0.725 | 0.059 | *** | |||
FH | FH1 | 0.89 | 0.858 | 0.602 | ||
FH2 | 0.746 | 0.048 | *** | |||
FH3 | 0.751 | 0.046 | *** | |||
FH4 | 0.771 | 0.046 | *** | |||
IE | IE1 | 0.84 | 0.855 | 0.597 | ||
IE2 | 0.736 | 0.052 | *** | |||
IE3 | 0.753 | 0.051 | *** | |||
IE4 | 0.757 | 0.052 | *** | |||
MST | MST1 | 0.873 | 0.912 | 0.565 | ||
MST2 | 0.745 | 0.043 | *** | |||
MST3 | 0.766 | 0.043 | *** | |||
MST4 | 0.702 | 0.046 | *** | |||
MST5 | 0.736 | 0.046 | *** | |||
MST6 | 0.701 | 0.044 | *** | |||
MST7 | 0.727 | 0.044 | *** | |||
MST8 | 0.748 | 0.045 | *** | |||
EC | EC1 | 0.901 | 0.843 | 0.643 | ||
EC2 | 0.77 | 0.048 | *** | |||
EC3 | 0.725 | 0.047 | *** | |||
TP | TP1 | 0.895 | 0.896 | 0.59 | ||
TP2 | 0.753 | 0.044 | *** | |||
TP3 | 0.745 | 0.044 | *** | |||
TP4 | 0.736 | 0.045 | *** | |||
TP5 | 0.742 | 0.044 | *** | |||
TP6 | 0.723 | 0.043 | *** | |||
CM | CM1 | 0.84 | 0.83 | 0.62 | ||
CM2 | 0.754 | 0.055 | *** | |||
CM3 | 0.765 | 0.052 | *** |
CM | TP | EC | MST | IE | FH | PL | IP | GME | |
---|---|---|---|---|---|---|---|---|---|
CM | 1 | ||||||||
TP | 0.274 ** | 1 | |||||||
EC | 0.283 ** | 0.304 ** | 1 | ||||||
MST | 0.303 ** | 0.289 ** | 0.393 ** | 1 | |||||
IE | 0.364 ** | 0.361 ** | 0.385 ** | 0.501 ** | 1 | ||||
FH | 0.376 ** | 0.207 * | 0.203 * | 0.199 * | 0.271 ** | 1 | |||
PL | 0.247 ** | 0.244 ** | 0.043 | 0.265 ** | 0.244 ** | 0.366 ** | 1 | ||
IP | 0.234 ** | 0.301 ** | 0.272 ** | 0.302 ** | 0.323 ** | 0.199 * | 0.24 ** | 1 | |
GME | 0.356 ** | 0.227 ** | 0.297 ** | 0.289 ** | 0.301 ** | 0.385 ** | 0.295 ** | 0.367 ** | 1 |
AVE | 0.595 | 0.645 | 0.604 | 0.602 | 0.597 | 0.565 | 0.643 | 0.59 | 0.62 |
0.771 | 0.803 | 0.777 | 0.776 | 0.773 | 0.752 | 0.802 | 0.768 | 0.787 |
Model 1 | Model 2 | Model 3 | ||
---|---|---|---|---|
χ2 | 973.980 | 1000.952 | 1031.836 | |
df | 704 | 725 | 731 | |
χ2/df | 1 < χ2/df < 3 | 1.383 | 1.381 | 1.412 |
PGFI | >0.50 | 0.745 | 0.764 | 0.767 |
IFI | >0.90 | 0.958 | 0.957 | 0.953 |
TLI | >0.90 | 0.953 | 0.954 | 0.950 |
CFI | >0.90 | 0.958 | 0.957 | 0.953 |
PNFI | >0.50 | 0.780 | 0.800 | 0.802 |
RMSEA | <0.05 | 0.036 | 0.036 | 0.037 |
AIC | 1205.980 | 1190.952 | 1209.836 | |
ECVI | 3.993 | 3.944 | 4.006 |
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Wang, X.; Ma, J.; Li, X.; Shen, X. Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis. Eur. J. Investig. Health Psychol. Educ. 2023, 13, 776-795. https://doi.org/10.3390/ejihpe13040059
Wang X, Ma J, Li X, Shen X. Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis. European Journal of Investigation in Health, Psychology and Education. 2023; 13(4):776-795. https://doi.org/10.3390/ejihpe13040059
Chicago/Turabian StyleWang, Xuan, Jianting Ma, Ximeng Li, and Xinyi Shen. 2023. "Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis" European Journal of Investigation in Health, Psychology and Education 13, no. 4: 776-795. https://doi.org/10.3390/ejihpe13040059