A Questionnaire-based validation of multidimensional models of self-regulated learning strategies

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dc.contributor.author Teng, Lin en
dc.contributor.author Zhang, Jun Lawrence en
dc.date.accessioned 2016-10-06T23:40:08Z en
dc.date.issued 2016-08-26 en
dc.identifier.citation Modern Language Journal 100(3):674-701 26 Aug 2016 en
dc.identifier.issn 0026-7902 en
dc.identifier.uri http://hdl.handle.net/2292/30652 en
dc.description.abstract This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9-factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self-regulation, as a higher order construct, accounted for the correlations of the 9 lower-order writing strategies, pertaining to cognitive, metacognitive, social–behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed. en
dc.publisher Wiley en
dc.relation.ispartofseries Modern Language Journal en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title A Questionnaire-based validation of multidimensional models of self-regulated learning strategies en
dc.type Journal Article en
dc.identifier.doi 10.1111/modl.12339 en
pubs.issue 3 en
pubs.begin-page 674 en
pubs.volume 100 en
pubs.end-page 701 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 540438 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 1540-4781 en
pubs.record-created-at-source-date 2016-08-27 en
pubs.online-publication-date 2016-05-18 en


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