预览加载中，请您耐心等待几秒...

写作自我效能感、元认知策略以及英语写作成绩之间的关系.docx

预览
1/3
2/3
3/3

在线预览结束，喜欢就下载吧，查找使用更方便

下载提示 文本预览

如果您无法下载资料，请参考说明：

1、部分资料下载需要金币，请确保您的账户上有足够的金币

2、已购买过的文档，再次下载不重复扣费

3、资料包下载后请先用软件解压，在使用对应软件打开

写作自我效能感、元认知策略以及英语写作成绩之间的关系 Introduction Writingisanessentialskillthateverystudentmustlearnandmaster.Itisacorecomponentofanyeducationsystemandinfluencesacademicsuccessinmanyways.Learningtowriteeffectivelytakesconsistentpractice,patience,andhardwork.However,theperformanceofstudentsinwritingalsocorrelateswithotherfactorssuchasthelevelofself-efficacy,knowledgeofmetacognitivestrategies,andmasteryofthelanguage.Therefore,thispaperaimstoexaminetherelationshipbetweenself-efficacy,metacognitivestrategies,andtheacademicachievementsofstudentsinEnglishwriting. Self-efficacyandWritingPerformance Self-efficacyreferstoanindividual'sbeliefintheirabilitytoaccomplishadesiredtask.Itisacriticalfactorinacademicsuccessineveryfield,includingwriting.Higherlevelsofself-efficacyareassociatedwithimprovedwritingskills,greatermotivation,increasedeffort,andbetteroutcomes(Schunk,2011).AccordingtoBandura'ssocialcognitivetheory,individualswithhigherself-efficacyaremorelikelytosetchallenginggoals,exertmoreefforttowardsachievingthem,andperseveredespitesetbacks(Bandura,1997). Self-efficacybeliefsaffectwritingperformanceinvariousways.Individualswithastrongsenseofself-efficacyaremorelikelytoengageinwritingtasksandputforthconsiderableeffort.Thus,studentswhobelieveintheirabilitiestowriteinEnglishcaneffectivelyengageinthewritingprocess,resultinginimprovedperformance.Conversely,studentswithlowself-efficacymayavoidwritingtasks,puttinginlesseffort,andachievinglowerwritingskills.Moreover,studentswithhigherself-efficacylevelsarelikelytohaveapositiveoutlookontheirabilitiestowriteinEnglish,whichfostersintrinsicmotivation,persistence,andeffectivelearning. MetacognitiveStrategiesandWritingPerformance Metacognitivestrategiesareskillsthatenablestudentstomonitorandregulatetheirthinkingandlearningprocesses.Studentswhopossessthesestrategiescaneffectivelymanagetheircognitiveresourceswhiletacklingcomplexwritingtasks(Bransfordetal.,2001).Metacognitivestrategieshavebeenfoundtopositivelyinfluencewritingperformanceinseveralway