Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning

Abstract

The current study aimed to examine the relationship among writing self-efficacy, writing strategies for self-regulated learning (SRL), and writing achievement in L2 students by adopting latent profile analysis and path analysis. A sample of 391 L2 students from two universities in Western China was recruited to participate in the current study. They were required to respond to the Genre-Based L2 Writing Self-Efficacy Scale and the Writing Strategies for Self-Regulated Learning Questionnaire and also write a given-prompt argumentative essay. Three profiles of writing self-efficacy were identified through latent profile analyses: “Low on All Self-efficacy”, “Average on All Self-efficacy”, and “High on All Self-efficacy”. Moreover, ANOVA and Welch's Tests revealed that those identified profiles were significantly distinct in writing self-efficacy, SRL writing strategies, and writing achievement. Path analyses also demonstrated the profile differences in the predictive effects of writing self-efficacy on SRL writing strategies and the predictive effects of writing self-efficacy and SRL writing strategies on writing achievements. Methodological and pedagogical implications were discussed.