Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model
Writing difficulties stemming from cognitive and emotional factors contribute to heightened levels of writing anxiety. Studies have highlighted the pivotal roles of metacognitive strategies and writing self-efficacy in predicting writing anxiety, particularly in cross-sectional analyses. However, ho...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024
|
| Online Access: | http://psasir.upm.edu.my/id/eprint/114261/ http://psasir.upm.edu.my/id/eprint/114261/1/114261.pdf |
| _version_ | 1848866441829285888 |
|---|---|
| author | Shen, Xiaolei Ismail, Lilliati Jeyaraj, Joanna Joseph Teng, Mark Feng |
| author_facet | Shen, Xiaolei Ismail, Lilliati Jeyaraj, Joanna Joseph Teng, Mark Feng |
| author_sort | Shen, Xiaolei |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Writing difficulties stemming from cognitive and emotional factors contribute to heightened levels of writing anxiety. Studies have highlighted the pivotal roles of metacognitive strategies and writing self-efficacy in predicting writing anxiety, particularly in cross-sectional analyses. However, how these constructs interact with writing anxiety in longitudinal studies remains relatively understudied. Therefore, it is essential to develop a comprehensive understanding of metacognitive strategies and self-efficacy to effectively mitigate writing anxiety for English as a foreign language (EFL) learners. We administered three questionnaires on metacognitive strategies use, writing self-efficacy, and writing anxiety to 301 participants across online and offline learning modes. We employed a two-wave longitudinal model to explore the possible temporal correlations. The findings indicated negative reciprocal correlations between the metacognitive strategies use in writing context and writing anxiety. Writing self-efficacy positively predicted metacognitive strategies use and negatively predicted writing anxiety. Writing self-efficacy did not act as a moderator in the relationship between metacognitive strategies use and writing anxiety, implying that the impact of metacognitive strategies use on anxiety levels remains consistent regardless of learners' self-efficacy. The current study offers valuable insights to EFL educators on integrating metacognitive strategies and self-efficacy to mitigate learners' writing anxiety. |
| first_indexed | 2025-11-15T14:20:39Z |
| format | Article |
| id | upm-114261 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:20:39Z |
| publishDate | 2024 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1142612025-03-10T01:17:31Z http://psasir.upm.edu.my/id/eprint/114261/ Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model Shen, Xiaolei Ismail, Lilliati Jeyaraj, Joanna Joseph Teng, Mark Feng Writing difficulties stemming from cognitive and emotional factors contribute to heightened levels of writing anxiety. Studies have highlighted the pivotal roles of metacognitive strategies and writing self-efficacy in predicting writing anxiety, particularly in cross-sectional analyses. However, how these constructs interact with writing anxiety in longitudinal studies remains relatively understudied. Therefore, it is essential to develop a comprehensive understanding of metacognitive strategies and self-efficacy to effectively mitigate writing anxiety for English as a foreign language (EFL) learners. We administered three questionnaires on metacognitive strategies use, writing self-efficacy, and writing anxiety to 301 participants across online and offline learning modes. We employed a two-wave longitudinal model to explore the possible temporal correlations. The findings indicated negative reciprocal correlations between the metacognitive strategies use in writing context and writing anxiety. Writing self-efficacy positively predicted metacognitive strategies use and negatively predicted writing anxiety. Writing self-efficacy did not act as a moderator in the relationship between metacognitive strategies use and writing anxiety, implying that the impact of metacognitive strategies use on anxiety levels remains consistent regardless of learners' self-efficacy. The current study offers valuable insights to EFL educators on integrating metacognitive strategies and self-efficacy to mitigate learners' writing anxiety. Elsevier 2024 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/114261/1/114261.pdf Shen, Xiaolei and Ismail, Lilliati and Jeyaraj, Joanna Joseph and Teng, Mark Feng (2024) Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model. System, 126. art. no. 103485. pp. 1-14. ISSN 0346-251X; eISSN: 0346-251X https://linkinghub.elsevier.com/retrieve/pii/S0346251X24002677 10.1016/j.system.2024.103485 |
| spellingShingle | Shen, Xiaolei Ismail, Lilliati Jeyaraj, Joanna Joseph Teng, Mark Feng Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model |
| title | Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model |
| title_full | Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model |
| title_fullStr | Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model |
| title_full_unstemmed | Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model |
| title_short | Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model |
| title_sort | metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model |
| url | http://psasir.upm.edu.my/id/eprint/114261/ http://psasir.upm.edu.my/id/eprint/114261/ http://psasir.upm.edu.my/id/eprint/114261/ http://psasir.upm.edu.my/id/eprint/114261/1/114261.pdf |