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 |
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dc.relation.ispartofseries |
Modern Language Journal |
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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 |
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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 |