Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?

ABSTRACT

This study aimed to examine the relationships between motivational variables, self-regulated writing strategy use and writing competence with 511 fourth graders in Hong Kong. The high writing achievers reported a higher level of motivation, i.e. self-efficacy, task values (i.e. interest and utility) and growth mindset in English writing than the low writing achievers. The high achievers also used various self-regulated writing strategies more frequently than their low achieving counterparts. Self-efficacy and growth mindset were found to be almost equally important predictors of strategy use, while the impacts of interest and utility were weaker. The results indicated that self-regulated learning and competence in English writing can be improved through the promotion of motivation. This study highlights the influence of the social-cultural context on motivation. More importantly, growth mindset may emerge as a new research agenda in English as a Second/Foreign Language (ESL/EFL) writing.

KEYWORDS:

• ESL/EFL writing
• self-efficacy
• growth mindset
• interest and utility
• self-regulated writing strategies
• Asian Confucian cultural contexts

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the General Research Fund/Early Career Scheme (GRF/ECS) of Research Grants Council (RGC) of Hong Kong, China [CUHK 24621518].