Abstract
Despite the important role growth mindsets play in second/foreign language (L2) writing, insight into its influence on motivation and strategy use in L2 writing contexts has been limited. To address this research gap, the present study explored the relationship between growth mindsets, ideal and ought-to L2 writing selves, and the use of environmental, behavioral, and personal self-regulated learning (SRL) writing strategies, particularly how ideal and ought-to L2 writing selves mediated the relationship between growth mindsets and three SRL writing strategies. Three hundred and sixty-two English-as-a-foreign-language (EFL) undergraduates completed the questionnaires. Structural equation modeling was used to analyze the data. The results on the direct effect showed that growth mindsets positively predicted ideal and ought-to L2 writing selves, and three SRL writing strategies; the ideal L2 writing self, rather than the ought-to L2 writing self, positively predicted the use of three SRL writing strategies. The results on the indirect effect revealed that the ideal L2 writing self mediated the relationship between growth mindsets and three SRL writing strategies, whereas the ought-to L2 writing self did not. Implications for L2 writing instruction in a tertiary context are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.