期刊論文
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?
EdLink- 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?
- Cambridge Journal of Education, 51(1), 65-84, 2021
- Routledge
- 2021
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- Hong Kong
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- 1997.7 onwards
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- 小學教育
- 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.
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- 英文
- 期刊論文
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- 0305764X
- https://bibliography.lib.eduhk.hk/tc/bibs/a776822d
- 2022-04-20
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