Self-efficacy, task values and growth mindset: What has the most predictive power for primary school students' self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?

Self-efficacy, task values and growth mindset: What has the most predictive power for primary school students' self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?

• Bai, Barry The Chinese University of Hong Kong
• Wang, Jing The Chinese University of Hong Kong
• Nie, Youyan Nanyang Technological University

Cambridge Journal of Education, 51(1), 65-84, 2021

Routledge

2021

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBE Teaching Methods of Composition & Their Outcomes
• C Psychology & Learning
  • CC Motivation of Learning

ESL/EFL Writing Self-efficacy Growth Mindset Interest And Utility Self-regulated Writing Strategies Asian Confucian Cultural Contexts

• Hong Kong

• 1997.7 onwards

• Primary Education

This study aimed to examine the relationships between motivational variables, self-regulated writing strategy use and writing competence with 511 fourth graders in Hong Kong. The high writing achievers reported a higher level of motivation, i.e. self-efficacy, task values (i.e. interest and utility) and growth mindset in English writing than the low writing achievers. The high achievers also used various self-regulated writing strategies more frequently than their low achieving counterparts. Self-efficacy and growth mindset were found to be almost equally important predictors of strategy use, while the impacts of interest and utility were weaker. The results indicated that self-regulated learning and competence in English writing can be improved through the promotion of motivation. This study highlights the influence of the social-cultural context on motivation. More importantly, growth mindset may emerge as a new research agenda in English as a Second/Foreign Language (ESL/EFL) writing. Copyright © 2021 Routledge.

• English

Journal Articles

• 0305764X

• 10.1080/0305764X.2020.1778639

https://bibliography.lib.eduhk.hk/bibs/a776822d

2022-04-20