Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major

Abstract Self-regulated (SRL) writing strategy use is considered a potent method for improving writing performance. Motivational regulation, an underresearched aspect of SRL, has become more recognized in SRL models recently. The present study aims to depict the interplay among SRL writing strategies and English writing performance. It also examined the influences of motivational regulation writing strategies on English writing performance, and whether such relationship would be mediated by other SRL writing strategies. Endeavors were also made to evaluate the moderation effects of gender and major, and the predictive effects of self-efficacy. Teng, L. S. & L. J. Zhang. 2016a. A questionnaire-based validation of multidimensional models of self-regulated learning strategies. Modern Language Journal 100(3). 674–701. Writing Strategies for Self-regulated Learning Questionnaire was administered to 340 university students in China, and their English writing test scores were collected. Structural equation modeling results verified the hypothesized partial mediation model with both direct and indirect paths from motivational regulation strategies to English writing performance. Cognitive and metacognitive strategies both served as mediators while social strategies failed to do so. No moderation effect of gender and major was found. Learners’ writing self-efficacy beliefs predicted their use of SRL writing strategies, with the strongest effects on motivational regulation strategies. Pedagogical implications are drawn.