Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model

Xiaolei Shen, Lilliati Ismail, Joanna Joseph Jeyaraj, Mark Feng Teng

研究成果: Article同行評審

1 引文 斯高帕斯(Scopus)

摘要

Writing difficulties stemming from cognitive and emotional factors contribute to heightened levels of writing anxiety. Studies have highlighted the pivotal roles of metacognitive strategies and writing self-efficacy in predicting writing anxiety, particularly in cross-sectional analyses. However, how these constructs interact with writing anxiety in longitudinal studies remains relatively understudied. Therefore, it is essential to develop a comprehensive understanding of metacognitive strategies and self-efficacy to effectively mitigate writing anxiety for English as a foreign language (EFL) learners. We administered three questionnaires on metacognitive strategies use, writing self-efficacy, and writing anxiety to 301 participants across online and offline learning modes. We employed a two-wave longitudinal model to explore the possible temporal correlations. The findings indicated negative reciprocal correlations between the metacognitive strategies use in writing context and writing anxiety. Writing self-efficacy positively predicted metacognitive strategies use and negatively predicted writing anxiety. Writing self-efficacy did not act as a moderator in the relationship between metacognitive strategies use and writing anxiety, implying that the impact of metacognitive strategies use on anxiety levels remains consistent regardless of learners' self-efficacy. The current study offers valuable insights to EFL educators on integrating metacognitive strategies and self-efficacy to mitigate learners' writing anxiety.

原文English
文章編號103485
期刊System
126
DOIs
出版狀態Published - 11月 2024

指紋

深入研究「Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model」主題。共同形成了獨特的指紋。

引用此