Effects Of Motivational Regulation Strategies On College Students’ Writing Achievement

The present study aims to explore the use of college students’ motivational regulation strategies and self-regulated learning strategies,the correlation between these two strategies and writing achievement,the impact of motivational regulation strategies on writing achievement,and the role of self-regulated learning strategies.This study used a combination of qualitative and quantitative methods to investigate motivational regulation and self-regulated learning strategies among 201 sophomores majoring in English education from a university in Xi’an,Shaanxi province.Using the analysis software SPSS 26.0,Amos 24.0 and SPSS process,the data results were displayed by descriptive statistics,Pearson correlation analysis,multiple linear regression analysis,structural equation analysis and intermediary model analysis.The research results indicate that students’ writing achievement is directly affected by motivational regulation strategies,but under the intermediary effect of self-regulated learning strategies,motivational regulation strategies have a greater impact on writing achievement.Among them,performance self-talk,environment structuring and self-consequating in motivational regulation strategies have positive strong predictability on writing achievement,while text processing of cognitive strategies and goal-oriented monitoring and evaluation of meta-cognitive strategies in self-regulated learning strategies are more predictive than social behavior strategies.However,in social behavior strategies,teacher feedback is used more frequently than peer learning.Compared to the previous studies,the present study has made two important improvements.First,for the motivational regulation strategy questionnaire,this study adds the subcategory of self-consequating to the mature questionnaire of motivational regulation strategy of Teng and Zhang(2016b).Second,the study complements some empirical data on the relationship between motivational regulation strategies,self-regulated learning strategies and writing achievement.The values and implications of this study mainly include two aspects: theory and teaching.Theoretically,the theoretical framework of self-regulated learning has been further verified.From the perspective of pedagogy,the exploration of motivational regulation strategy is helpful to cultivate students’ active and effective learning and help teachers make wise decisions in teaching.