Effects of Self-efficacy and Interest on College Students’ L2 Writing Strategy Use and Performance

2013 ◽  
Vol 68 (4) ◽  
pp. 43-64 ◽  
Author(s):  
채수은
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Strategy Use ◽  
L2 Writing ◽  
Writing Strategy ◽  
And Performance

scholarly journals Personality Facets, Writing Strategy Use, and Writing Performance of College Students Learning English as a Foreign Language

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986148
Author(s):  
Tung-hsien He
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Five Factor Model ◽  
Strategy Use ◽  
Self Report ◽  
Equation Modeling ◽  
Writing Performance ◽  
Writing Strategy ◽  
Personality Facets ◽  
Learning English

This study applied the structural equation modeling (SEM) technique to explore the predictive relations among personality facets, writing strategy use, and writing performance of college students learning English as a foreign language (EFL). In total, 201 participants composed an argument-based essay, before being surveyed using two self-report instruments: the Personality Facet Scale (PFS), which measured 10 facets within the framework of the Five-Factor Model (FFM), and the Writing Strategy Scale (WSS) that assessed six types of strategy. The established structural model indicated the following: (a) Five types of strategy and six facets predicted writing performance, (b) nine facets predicted the use of at least one type of strategy, either positively or negatively, and (c) the five types of strategy mediated the relations between the nine facets and writing performance. As suggested, adding and treating strategy use as a mediator could help elaborate and elucidate the facet–performance relations in the EFL writing context.

Developmental Trajectories in L2 Writing Strategy Use: A Self-Regulation Perspective

2018 ◽  
Vol 102 (2) ◽  
pp. 292-309 ◽  
Author(s):  
MIYUKI SASAKI ◽  
ATUSHI MIZUMOTO ◽  
AKIRA MURAKAMI
Keyword(s):  
Developmental Trajectories ◽  
Self Regulation ◽  
Strategy Use ◽  
L2 Writing ◽  
Writing Strategy

scholarly journals An Investigation into Writing Strategies and Writing Proficiency of University Students

2017 ◽  
Vol 8 (1) ◽  
pp. 191 ◽  
Author(s):  
Saeid Raoofi ◽  
Massoud Binandeh ◽  
Saifullah Rahmani
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Strategy Use ◽  
L2 Writing ◽  
Future Research ◽  
Writing Strategies ◽  
Writing Proficiency ◽  
Social Strategy ◽  
Writing Strategy ◽  
Effort Regulation

This paper reports on an investigation into the relationship between writing strategy use and L2 writing proficiency. Although research into language learning strategies is extensive, only a few studies have addressed L2 writing strategies of university students. 312 undergraduate students learning English as a second language took a writing proficiency test and completed a writing strategy questionnaire. The results of the study showed that the participants generally had a relatively high level of ESL writing strategy use. It was also found that Effort regulation strategy and metacognitive strategy were reported as the first and second most frequently used writing strategies respectively, while social strategy was reported as the least frequently used category. The results also showed that students with high writing abilities reported a significantly higher level of writing strategy use compared with those who had intermediate or low writing proficiency. It was found that students with higher writing ability reported using significantly more metacognitive, cognitive, affective and effort regulation strategies than those with lower writing proficiency. The discussion of the results, implications for language classroom and writing instruction are articulated. Limitations of the study and suggestions for future research are also presented.

A-88 College Students with Depression or Anxiety: Greater Subjective Cognitive Concerns, Lower Academic Self-Efficacy, but Comparable Compensatory Cognitive Strategy Use

2021 ◽  
Vol 36 (6) ◽  
pp. 1135-1135
Author(s):  
Justin E Karr ◽  
Agnes E White
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Mental Healthcare ◽  
Cognitive Strategy ◽  
Strategy Use ◽  
Self Report ◽  
Academic Problems ◽  
Healthcare Settings ◽  
Psychiatric Conditions ◽  
Academic Self Efficacy

Abstract Objective This study examined whether college students with and without depression or anxiety differed in subjective cognitive concerns, college self-efficacy, and compensatory cognitive strategy use, hypothesizing that students with depression or anxiety would report greater cognitive concerns and lower self-efficacy in coursework, but comparable frequencies of compensatory cognitive strategy use. If confirmed, this finding would imply that, despite greater cognitive and academic problems, students with depression or anxiety do not implement behaviors in their everyday lives to address these problems. Method Participants (N = 582; age: 19.0 ± 1.0 years-old; 79.4% women; 81.9% White) completed online self-report questionnaires on subjective cognitive functioning, academic self-efficacy, compensatory cognitive strategy use, and depression and anxiety symptoms, which were used to categorize participants as having anxiety or depression based on established clinical cutoffs. Results Participants with anxiety or depression reported higher rates of elevated cognitive concerns, χ2 = 108.70, p < 0.001, OR = 7.75, and lower academic self-efficacy, t = 8.46, p < 0.001, d = 0.71, compared to participants without anxiety or depression, but these groups differed only modestly in compensatory cognitive strategy use, t = 2.42, p = 0.016, d = 0.20. Conclusion(s) Most students with depression or anxiety had elevated subjective cognitive concerns (52.0%), compared to a minority of participants without these conditions (12.3%). Despite substantially elevated cognitive concerns, participants with anxiety or depression reported only modestly greater compensatory cognitive strategy use. There appears to be a need to address cognitive concerns in college students with psychiatric conditions, and compensatory cognitive training may be a valuable supplemental service for clinicians working with college students in mental healthcare settings.

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