ArticleFrontiers in psychology2026
A longitudinal psychological model of writing development: interactions among self-efficacy, regulation, and anxiety.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- AI-associated academic writing anxiety in AI-assisted contexts: evidence from Chinese EFL postgraduate students.Frontiers in psychology · 2026Article
- The cumulative effects of AI-generated feedback on syntactic development in high school EFL writers: a longitudinal quasi-experimental study.Frontiers in psychology · 2026Article
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4 authors.
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Abstract
This longitudinal study investigates the temporal relationships among writing self-efficacy, self-regulated writing strategies, writing anxiety, and writing performance in English-as-a-Foreign-Language (EFL) contexts. Guided by Social Cognitive Theory (SCT), Self-Regulated Learning (SRL) Theory, and Cognitive Load Theory (CLT), this study examines how motivational beliefs and regulatory behaviors interact over time to shape writing outcomes. Data were collected from 468 Mandarin-speaking EFL learners across three waves (T1-T3) over a 12-week semester, using validated instruments for self-efficacy, self-regulated strategies (cognitive, metacognitive, motivational regulation, and social behavior), and multidimensional writing anxiety, alongside a standardized performance assessment. Longitudinal structural equation modeling revealed that earlier writing self-efficacy was positively associated with subsequent use of self-regulated writing strategies, which in turn predicted lower levels of later writing anxiety and higher writing performance. Among strategy dimensions, metacognitive strategies exhibited the strongest mediating role, while somatic anxiety emerged as the most performance-impairing factor. Gender-based analyses indicated that male learners relied more on social-behavioral strategies, whereas female learners benefited more from metacognitive regulation. These findings advance theoretical understanding by demonstrating how belief-strategy-affect linkages unfold over time, providing empirical support for an integrative SCT-SRL-CLT framework. Pedagogically, the study underscores the importance of sustained instruction that strengthens self-efficacy, fosters metacognitive strategy use, and systematically manages writing-related anxiety to enhance long-term writing development in EFL learners.
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