Affective Regulation Writing Strategies and Writing Achievement for Chinese University EFL Learners: A Mediation Model

• In Event: AERA Poster Session 3
  In Poster Session: Topics in Higher Education

Abstract

The study proposed affective regulation as a component in self-regulated learning (SRL) theoretical framework and examined the influence of affective regulation writing strategies on Chinese university EFL students’ English writing achievement, and whether such relationship was mediated by other SRL writing strategies (i.e. cognitive, metacognitive, and social-behavioral strategies). 356 university students participated, and structural equation model (SEM) results verified the hypothesized partial mediation model with both direct and indirect paths from affective regulation strategies to writing performance (χ2=1019.084; χ2/df=1.098; p< 0.001; CFI=0.98; TLI=0.98; RMSEA=0.017; SRMR=0.047). Cognitive (p<.01) and metacognitive strategies (p<.01) both served as mediators while social-behavioral strategies failed to do so (p=.33). No moderation effect of gender and major was found.

Authors

• Bin Shen, The Chinese University of Hong Kong

• Barry Bai, The Chinese University of Hong Kong

• Jing Wang, The Chinese University of Hong Kong

• Michael, Yi-chao JIANG, Chinese University of Hong Kong