元认知
心理学
自主学习
自我效能感
语言学习策略
数学教育
英语作为外语
外语
考试(生物学)
第二语言
潜变量
结构方程建模
认知
语言学
计算机科学
社会心理学
人工智能
神经科学
古生物学
哲学
机器学习
生物
作者
Jing Chen,Lawrence Jun Zhang,Xiaotong Chen
标识
DOI:10.1177/13621688221134967
摘要
There is an increasing recognition that effective deployment of self-regulated learning (SRL) strategies is essential for the development of second/foreign language learners’ abilities to accomplish learning goals. Within models of SRL, a prerequisite for the active employment of SRL strategies is learners’ self-efficacy, which interacts with strategy use in all phases. In the domain of second language (L2) writing, previous research mainly adopted a variable-centred approach to investigate the relationship between SRL strategy use and self-efficacy whereas person-centred questions have largely been neglected. Performing latent profile analysis (LPA) with undergraduate students of English as a foreign language (EFL), we identified three SRL profiles that differed quantitatively concerning levels of self-efficacy. The efficacious self-regulators with the highest levels of cognitive, metacognitive, and motivational components of SRL reported the highest levels of self-efficacy, followed by the moderate strategists; EFL learners with the lowest levels on the main SRL components reported the lowest writing self-efficacy score. Learners of different profiles differed significantly in a writing performance test with the efficacious self-regulators outperforming the other two profiles. Implications for self-regulated language learning and L2 writing instruction are discussed.
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