Zhou Jie, Wang Shusheng, Wang Junju
School of Foreign Languages and Literature, Shandong University, Jinan, China.
School of Foreign Languages and Literature, Hunan University of Technology, Zhuzhou, China.
Front Psychol. 2022 Nov 23;13:1012407. doi: 10.3389/fpsyg.2022.1012407. eCollection 2022.
This study used a structural equation modeling approach to investigate the relationships among L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies and L2 writing engagement, and possible mediators that regulate the effect of individual factors. A questionnaire was administered to 340 Chinese high school students from different parts of the country. The results of the study suggested a negative relationship between L2 writing anxiety and L2 writing self-efficacy, and a direct effect of both on L2 writing engagement. While a higher level of L2 writing self-efficacy indicated a lower level of L2 writing anxiety and more students' L2 writing engagement, L2 writing efficacy had a much stronger direct effect on L2 writing engagement than L2 writing anxiety. In addition, L2 writing self-regulated strategies were found to play a mediating role between L2 writing self-efficacy and L2 writing engagement, but not between L2 writing anxiety and L2 writing engagement. This study helps to understand the interplay of individual factors related to L2 writing and sheds light on promoting English writing abilities of Chinese high school students.
本研究采用结构方程模型方法，探究二语写作焦虑、二语写作自我效能感、二语写作自我调节策略与二语写作参与度之间的关系，以及调节个体因素影响的可能中介变量。对来自中国不同地区的340名高中生进行了问卷调查。研究结果表明，二语写作焦虑与二语写作自我效能感之间呈负相关，且二者均对二语写作参与度有直接影响。虽然较高水平的二语写作自我效能感表明二语写作焦虑程度较低，且学生的二语写作参与度更高，但二语写作自我效能感对二语写作参与度的直接影响比二语写作焦虑要强得多。此外，研究发现二语写作自我调节策略在二语写作自我效能感与二语写作参与度之间起中介作用，但在二语写作焦虑与二语写作参与度之间不起中介作用。本研究有助于理解与二语写作相关的个体因素之间的相互作用，并为提高中国高中生的英语写作能力提供启示。
