Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong
By Barry Bai, Wenjuan Guo. Reading & Writing Quarterly, 2018
99 citations recorded by the source corpus.
Abstract This study investigated the influences of the use of self-regulated learning (SRL) strategies on students’ self-efficacy in English writing. A total of 155 fourth graders from 1 government-funded primary school in Hong Kong completed a questionnaire on SRL strategy use and a questionnaire on self-efficacy in English writing. The students used planning strategies more frequently than the other strategy types (e.g., text generating). They had a higher level of self-efficacy in content than in the other aspects (e.g., language and grammar). The students with more SRL strategy use reported a higher level of self-efficacy. The use of SRL strategies had significant and positive relationships with the students’ self-efficacy. In particular, the use of planning and self-monitoring strategies had the strongest correlations with self-efficacy. This study opens a new window to understanding how students’ self-efficacy in English writing develops as a result of their SRL strategy use. We discuss practical implications for English as a second language/English as a foreign language classroom instruction.
Subfields: Developmental and Educational Psychology, Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/754a5f7a7bba913c398c702349b898ab351c172a
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In Developmental and Educational Psychology
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Citations in the corpus
- Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “Aligned with this view, Teng et al. (2018) reported that linguistic self-efficacy had a significant predictive effect on writing performance and Bai and Guo (2018) posited that the use of SRL strategies had significant and positive relationships with students’ self-efficacy.”