Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language

By Lin Sophie Teng, Lawrence Jun Zhang. 2018

227 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/7d6ef301b8a341d9cc7c588583c4695f5c9f4bee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Barry Bai
2. Wenjuan Guo
3. Lin Sophie Teng

In Developmental and Educational Psychology

1. Lin Sophie Teng
2. Barry Bai
3. Wenjuan Guo

In Language and Linguistics

1. Lin Sophie Teng
2. Barry Bai
3. Wenjuan Guo

Citations in the corpus

• Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong (2018, background): “Many studies have shown that SRL strategy use can play a significant role in students’ learning achievement (Cohen & PinillaHerrera, 2009; Santangelo, Harris, & Graham, 2007; Sch€unemann, Sp€orer, & Brunstein, 2013; Schunk & Zimmerman, 2007; Teng & Zhang, 2017; Yang & Plakans, 2012).”
• Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, methodology): “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.”