ArticleFrontiers in psychology2022
Investigating high schoolers' L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Chinese EFL learners' self-perceived pronunciation accuracy: a structural equation modeling study of L2 selves, foreign language anxiety, and speaking self-efficacy.BMC psychology · 2026Article
- Article
- Writing self-efficacy, achievement emotions, and engagement among Chinese EFL learners: a variable- and person-centered investigation based on control-value theory.Frontiers in psychology · 2026Article
- How AI literacy predicts L2 Chinese writing engagement: the mediating roles of anxiety and enjoyment.Frontiers in psychology · 2026Article
- Profiles of Approaches to Writing and Their Links to Self-Efficacy and LLM Acceptance in L2 Academic Writing.Behavioral sciences (Basel, Switzerland) · 2025Article
- Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach.Scientific reports · 2024Article
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Abstract
This study used a structural equation modeling approach to investigate the relationships among L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies and L2 writing engagement, and possible mediators that regulate the effect of individual factors. A questionnaire was administered to 340 Chinese high school students from different parts of the country. The results of the study suggested a negative relationship between L2 writing anxiety and L2 writing self-efficacy, and a direct effect of both on L2 writing engagement. While a higher level of L2 writing self-efficacy indicated a lower level of L2 writing anxiety and more students' L2 writing engagement, L2 writing efficacy had a much stronger direct effect on L2 writing engagement than L2 writing anxiety. In addition, L2 writing self-regulated strategies were found to play a mediating role between L2 writing self-efficacy and L2 writing engagement, but not between L2 writing anxiety and L2 writing engagement. This study helps to understand the interplay of individual factors related to L2 writing and sheds light on promoting English writing abilities of Chinese high school students.
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