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A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies

The Modern language journal (Boulder, Colo.), 2016-09, Vol.100 (3), p.674-701 [Peer Reviewed Journal]

Copyright © 2016 The Modern Language Journal ;2016 The Modern Language Journal ;Copyright © 2016 by The Modern Language Journal ;ISSN: 0026-7902 ;ISSN: 1540-4781 ;EISSN: 1540-4781 ;DOI: 10.1111/modl.12339 ;CODEN: MOLJA8

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Title:
A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies
Author: TENG, LIN SOPHIE ; ZHANG, LAWRENCE JUN
Subjects: Academic learning ; Asians ; assessment (language) ; Chinese university learners ; Cognition ; College students ; Correlation ; Educational Psychology ; EFL ; English (Second Language) ; English as a second language ; English as a second language learning ; English proficiency ; Factor Analysis ; Foreign Countries ; language learning strategies (LLSs) ; Language Proficiency ; Learning Motivation ; Learning strategies ; Metacognition ; Motivation ; Motivation research ; multidimensional models of SRL ; Multiple Regression Analysis ; Polls & surveys ; Psychometrics ; questionnaire validation ; Questionnaires ; Second Language Instruction ; Second Language Learning ; Second language writing ; Self instruction ; self-education ; self-regulated learning (SRL) ; Social factors ; Statistical analysis ; statistical approach ; Structural Equation Models ; teaching of language ; Undergraduate Students ; Writing ; Writing (Composition) ; Writing assignments ; Writing instruction ; Writing processes ; writing proficiency ; Writing Strategies ; writing strategies for SRL
Is Part Of: The Modern language journal (Boulder, Colo.), 2016-09, Vol.100 (3), p.674-701
Description: This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9-factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self-regulation, as a higher order construct, accounted for the correlations of the 9 lower-order writing strategies, pertaining to cognitive, metacognitive, social-behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed.
Publisher: Malden: Blackwell Publishing Ltd
Language: English
Identifier: ISSN: 0026-7902
ISSN: 1540-4781
EISSN: 1540-4781
DOI: 10.1111/modl.12339
CODEN: MOLJA8
Source: Education Resources Information Center (ERIC)
Alma/SFX Local Collection

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A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies

Copyright © 2016 The Modern Language Journal ;2016 The Modern Language Journal ;Copyright © 2016 by The Modern Language Journal ;ISSN: 0026-7902 ;ISSN: 1540-4781 ;EISSN: 1540-4781 ;DOI: 10.1111/modl.12339 ;CODEN: MOLJA8

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