Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Language teaching research : LTR Ročník 25; číslo 3; s. 378 - 399
Hlavní autoři: Bai, Barry, Guo, Wenjuan
Médium: Journal Article
Jazyk:angličtina
Vydáno: London, England SAGE Publications 01.05.2021
Sage Publications Ltd
Témata:
Competence
Correlation
Elementary education
Elementary School Students
Elementary schools
English (Second Language)
English as a second language learning
Feedback (Response)
Foreign Countries
Grade 4
High Achievement
High achievers
Individual differences
Individualized Instruction
Learning
Learning Strategies
Low Achievement
Low achievers
Motivation
Schools
Second Language Learning
Second language writing
Self Efficacy
Self Management
Self regulation
Strategies
Structural equation modeling
Student Attitudes
Student Interests
Student Motivation
Student teacher relationship
Students
Teachers
Teaching
Writing
Writing Achievement
Writing Skills
Hong Kong
Hong Kong China
China
primary school students
self-regulated learning strategies
motivation
English writing
individual differences
ISSN:1362-1688, 1477-0954
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Abstract This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.
AbstractList This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.
This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4 th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.
Audience Intermediate Grades
Elementary Education
Grade 4
Author Guo, Wenjuan
Bai, Barry
Author_xml – sequence: 1
  givenname: Barry
  orcidid: 0000-0002-2124-5061
  surname: Bai
  fullname: Bai, Barry
  organization: The Chinese University of Hong Kong, Hong Kong
– sequence: 2
  givenname: Wenjuan
  surname: Guo
  fullname: Guo, Wenjuan
  email: minnieguo777@163.com
  organization: East China Normal University, China
BackLink http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1297786$$DView record in ERIC
BookMark eNp9kN-KEzEYxYN0wbbrvTdCwOvRJDP5M95JqVu1y8Ki10Nm-mWaMiY1ybjsna_h6_kkZneKCwW9yUk4v5PkOws0c94BQi8peUOplG9pKRgVStFa8bpm9Bma00rKgtS8muV9tosH_zlaxHgghJSclHOUrn2yP3Sy3mHtdjjCYIoA_TjoBPmYQtb-Ho8R3uFbGB7JuLfHiJPHx2C_6XCPY7f3fsj0uAOX4u-fv_Da9YONe3wXbLKux9bhjc_6OS-X6MLoIcKLky7R1w_rL6tNsb25-rh6vy26sqSpYEzqTkhSkZYLrUxrdqCIMMrshOGiBKNaDZxIzoBVUskOZEslAKVVKyUvl-j1dO8x-O8jxNQc_BhcfrJhPM_PSC1Ipl5NFATbNaeRmvUnymoplcg-mfwu-BgDmL8MJc1D98159zkiziKdTY_V5T7t8L9gMQWj7uHpt__k_wC6DZeu
CitedBy_id crossref_primary_10_1016_j_system_2021_102578
crossref_primary_10_2478_amns_2024_0912
crossref_primary_10_1002_pits_23423
crossref_primary_10_1080_02602938_2023_2219431
crossref_primary_10_17679_inuefd_1396935
crossref_primary_10_1177_18344909241269006
crossref_primary_10_1080_01434632_2021_1991933
crossref_primary_10_1007_s10212_024_00859_w
crossref_primary_10_1007_s11423_021_10032_5
crossref_primary_10_1007_s40299_022_00686_x
crossref_primary_10_1016_j_system_2023_103063
crossref_primary_10_1080_15348458_2023_2281947
crossref_primary_10_1080_0305764X_2024_2367484
crossref_primary_10_1080_17501229_2025_2533973
crossref_primary_10_1016_j_system_2023_103188
crossref_primary_10_1177_21582440211064895
crossref_primary_10_1016_j_system_2024_103301
crossref_primary_10_1515_econ_2022_0075
crossref_primary_10_3389_fpsyg_2022_1041870
crossref_primary_10_1016_j_system_2025_103748
crossref_primary_10_1371_journal_pone_0314088
crossref_primary_10_1186_s40468_021_00126_5
crossref_primary_10_1080_0305764X_2020_1778639
crossref_primary_10_1016_j_paid_2025_113336
crossref_primary_10_1038_s41598_024_61537_x
crossref_primary_10_12973_ijem_11_3_351
crossref_primary_10_1080_09588221_2020_1871030
crossref_primary_10_3389_feduc_2025_1539639
crossref_primary_10_3389_fpsyg_2020_558466
crossref_primary_10_1177_13621688221144832
crossref_primary_10_1080_01434632_2024_2449071
crossref_primary_10_1109_ACCESS_2024_3470114
crossref_primary_10_1016_j_asw_2025_100916
crossref_primary_10_2478_amns_2024_1024
crossref_primary_10_2478_amns_2025_0748
crossref_primary_10_1016_j_actpsy_2025_104872
crossref_primary_10_1177_07410883241303917
crossref_primary_10_1177_13621688251352265
crossref_primary_10_1177_13621688241287501
crossref_primary_10_1515_iral_2022_0108
crossref_primary_10_1515_iral_2024_0056
crossref_primary_10_3389_fpsyg_2023_1122612
crossref_primary_10_1080_07294360_2024_2424159
crossref_primary_10_1080_09588221_2022_2108061
crossref_primary_10_1007_s12646_024_00817_y
crossref_primary_10_3389_fpsyg_2022_1071907
crossref_primary_10_1016_j_system_2023_103018
crossref_primary_10_1016_j_system_2022_102900
crossref_primary_10_3389_fpsyg_2022_1042031
crossref_primary_10_14746_ssllt_38771
crossref_primary_10_1111_bjet_13512
crossref_primary_10_1007_s40299_023_00771_9
crossref_primary_10_61508_refl_v32i2_282150
crossref_primary_10_1080_09588221_2021_1881974
crossref_primary_10_1186_s40468_025_00388_3
crossref_primary_10_1016_j_asw_2021_100568
crossref_primary_10_1007_s11218_024_10011_7
crossref_primary_10_1016_j_asw_2022_100687
crossref_primary_10_1111_ijal_12851
crossref_primary_10_1177_13621688231217095
crossref_primary_10_1016_j_system_2024_103364
crossref_primary_10_1007_s11145_023_10411_9
crossref_primary_10_1007_s10212_022_00629_6
crossref_primary_10_1093_elt_ccab068
crossref_primary_10_1016_j_system_2024_103448
crossref_primary_10_1016_j_system_2025_103604
crossref_primary_10_1080_01434632_2022_2099407
crossref_primary_10_1155_2022_7092811
crossref_primary_10_1111_ejed_12706
crossref_primary_10_23887_jere_v9i1_84569
crossref_primary_10_1177_13621688231165474
crossref_primary_10_3390_educsci14101073
crossref_primary_10_3389_fpsyg_2024_1353360
crossref_primary_10_1080_01434632_2020_1823397
crossref_primary_10_1007_s11145_024_10512_z
crossref_primary_10_3390_ejihpe13040059
crossref_primary_10_1177_00332941251351232
crossref_primary_10_1080_00220671_2023_2227846
crossref_primary_10_1016_j_system_2025_103592
crossref_primary_10_2478_amns_2024_2051
crossref_primary_10_1111_ijal_12845
crossref_primary_10_1177_20427530241251420
crossref_primary_10_1016_j_asw_2022_100630
crossref_primary_10_1515_applirev_2023_0247
crossref_primary_10_1515_applirev_2022_0198
crossref_primary_10_1016_j_system_2024_103338
crossref_primary_10_1177_13621688241229534
crossref_primary_10_1080_02602938_2020_1750559
Cites_doi 10.1016/j.lindif.2015.11.010
10.1016/j.jslw.2007.08.005
10.4324/9781315833750
10.1016/j.lindif.2011.11.018
10.1016/j.lindif.2018.01.012
10.1080/01443411003606391
10.1016/j.lindif.2005.06.004
10.1007/s11409-013-9107-6
10.1002/tesq.364
10.1007/s40299-013-0110-0
10.1016/j.system.2015.10.006
10.1037/a0029783
10.1037/0022-0663.82.1.33
10.1146/annurev.psych.52.1.1
10.1186/s13616-015-0023-8
10.1016/j.learninstruc.2010.06.002
10.1080/02188791.2012.655240
10.1080/02702710802168519
10.1086/693009
10.1017/CBO9780511489976.011
10.3200/JOER.99.3.144-155
10.1016/j.cedpsych.2011.03.001
10.1037/0022-0663.94.4.660
10.1207/s15430421tip4102_2
10.1037/a0035490
10.1207/s15326985ep3204_1
10.6018/rie.34.1.232981
10.1016/j.cedpsych.2013.06.002
10.1037/a0029692
10.1016/S0361-476X(02)00006-1
10.1016/j.lindif.2015.01.016
10.1016/j.cedpsych.2007.08.001
10.1002/tesq.6
10.1016/j.system.2015.05.009
10.2307/356600
ContentType Journal Article
Copyright The Author(s) 2019
Copyright_xml – notice: The Author(s) 2019
DBID AAYXX
CITATION
7SW
BJH
BNH
BNI
BNJ
BNO
ERI
PET
REK
WWN
7T9
AHOVV
DOI 10.1177/1362168819859921
DatabaseName CrossRef
ERIC
ERIC (Ovid)
ERIC
ERIC
ERIC (Legacy Platform)
ERIC( SilverPlatter )
ERIC
ERIC PlusText (Legacy Platform)
Education Resources Information Center (ERIC)
ERIC
Linguistics and Language Behavior Abstracts (LLBA)
Education Research Index
DatabaseTitle CrossRef
ERIC
Linguistics and Language Behavior Abstracts (LLBA)
DatabaseTitleList Linguistics and Language Behavior Abstracts (LLBA)
ERIC

CrossRef
DeliveryMethod fulltext_linktorsrc
Discipline Languages & Literatures
Education
EISSN 1477-0954
ERIC EJ1297786
EndPage 399
ExternalDocumentID EJ1297786
10_1177_1362168819859921
10.1177_1362168819859921
GeographicLocations Hong Kong
Hong Kong China
China
GeographicLocations_xml – name: Hong Kong
– name: Hong Kong China
– name: China
GroupedDBID -TM
.2G
.2L
0-V
01A
09Z
0R~
18M
1~K
29L
31S
31V
31W
31X
4.4
54M
56W
5GY
5VS
8FW
8R4
8R5
AABOD
AACKU
AADIR
AADUE
AAGGD
AAGLT
AAJPV
AAKTJ
AAMFR
AANSI
AAPEO
AAQDB
AAQXI
AARIX
AATAA
AAWLO
AAYOK
ABAWP
ABCCA
ABCJG
ABEIX
ABFSI
ABFXH
ABHQH
ABIDT
ABJNI
ABKRH
ABPNF
ABQKF
ABQPY
ABQXT
ABRHV
ABUJY
ABUWG
ABYTW
ACAEP
ACDXX
ACFUR
ACFZE
ACGFO
ACGFS
ACHQT
ACJER
ACLZU
ACOFE
ACOXC
ACROE
ACRPL
ACSIQ
ACUFS
ACUIR
ACZOB
ADDLC
ADEBD
ADEIA
ADNMO
ADNON
ADPEE
ADRRZ
ADSTG
ADTOS
ADUKL
ADYCS
AEDXQ
AEOBU
AERSA
AESMA
AESZF
AEUHG
AEVPJ
AEWDL
AEWHI
AEXNY
AFEET
AFKBI
AFKRA
AFKRG
AFMOU
AFQAA
AFUIA
AFWMB
AGDVU
AGKLV
AGNHF
AGNWV
AGQPQ
AGWNL
AGWVZ
AHDMH
AHHFK
AHWHD
AIMQZ
AJUZI
ALMA_UNASSIGNED_HOLDINGS
ALSLI
ANDLU
ARALO
ARTOV
ARYUH
ASPBG
ATKJL
AUTPY
AUVAJ
AVQMV
AVWKF
AYPQM
AZFZN
AZQEC
B8O
B8S
B8T
B8Z
BDZRT
BENPR
BMVBW
BPACV
BPHCQ
BYIEH
C1A
CAG
CBRKF
CCGJY
CCPQU
CEADM
CJNVE
COF
CPGLG
CRLPW
CS3
DD0
DD~
DG~
DOPDO
DU5
DV7
DV8
DWQXO
E.L
EBS
ECE
EJD
FEDTE
FHBDP
GNUQQ
GROUPED_SAGE_PREMIER_JOURNAL_COLLECTION
H13
HF~
HVGLF
HZ~
IN-
J8X
K50
LIQON
M0P
M1D
N9A
O9-
P.B
P2P
PHGZM
PHGZT
PMKZF
PQEDU
PQQKQ
PROAC
Q1R
Q2X
Q7O
Q7P
Q7X
ROL
S01
SASJQ
SAUOL
SCNPE
SFB
SFC
SFK
SFN
SFT
SGP
SGU
SGV
SHB
SHF
SHM
SPJ
SQCSI
SSDHQ
UKR
WHG
XIH
ZPLXX
ZPPRI
~32
0SE
AAEJI
AAPII
AAWJA
AAYXX
ABUAX
ACCVC
AEYHP
AFFHD
AJGYC
AJHME
AJVBE
AMNSR
CITATION
PEJEM
PRQQA
7SW
BJH
BNH
BNI
BNJ
BNO
ERI
PET
REK
WWN
7T9
AHOVV
ID FETCH-LOGICAL-c331t-227ac67040b56a8fbfde806f8fd6f563ef8bae50752e24787ce7b17ee114b7753
IEDL.DBID AEVPJ
ISICitedReferencesCount 96
ISICitedReferencesURI http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000656541200004&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN 1362-1688
IngestDate Mon Nov 10 01:15:45 EST 2025
Tue Dec 02 16:46:28 EST 2025
Sat Nov 29 08:09:07 EST 2025
Tue Nov 18 21:02:12 EST 2025
Tue Jun 17 22:28:49 EDT 2025
IsDoiOpenAccess false
IsOpenAccess false
IsPeerReviewed true
IsScholarly true
Issue 3
Keywords primary school students
self-regulated learning strategies
motivation
English writing
individual differences
Language English
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c331t-227ac67040b56a8fbfde806f8fd6f563ef8bae50752e24787ce7b17ee114b7753
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ORCID 0000-0002-2124-5061
PQID 2535020960
PQPubID 40373
PageCount 22
ParticipantIDs proquest_journals_2535020960
eric_primary_EJ1297786
crossref_primary_10_1177_1362168819859921
crossref_citationtrail_10_1177_1362168819859921
sage_journals_10_1177_1362168819859921
PublicationCentury 2000
PublicationDate 20210500
2021-05-00
20210501
PublicationDateYYYYMMDD 2021-05-01
PublicationDate_xml – month: 5
  year: 2021
  text: 20210500
PublicationDecade 2020
PublicationPlace London, England
PublicationPlace_xml – name: London, England
– name: London
PublicationTitle Language teaching research : LTR
PublicationYear 2021
Publisher SAGE Publications
Sage Publications Ltd
Publisher_xml – name: SAGE Publications
– name: Sage Publications Ltd
References Walker, Greene, Mansell 2006; 16
Nandagopal, Ericsson 2012; 22
Zimmerman 2002; 41
Bandura 2001; 52
Berger, Karabenick 2011; 21
Flower, Hayes 1981; 32
Chien 2012; 32
Bai 2015; 53
Virtanen, Nevgi 2010; 30
Abu-Hamour, Al-Hmouz 2013; 28
Lee, Yu, Liu 2018; 52
Pintrich, Pintrich, de Groot 1990; 82
Bruning, Dempsey, Kauffman, McKim, Zumbrunn 2013; 105
Graham, Harris, Kiuhara, Fishman 2017; 118
Wang, Kirkpatrick 2015; 5
Esparza, Shumow, Schmidt 2014; 19
Zhang, Guo 2012; 16
Romero, Master, Paunesku, Dweck, Gross 2014; 14
Schunk, Zimmerman 2010; 32
Hong, Sas, Sas 2006; 99
Bannert, Reimann, Sonnenberg 2014; 9
Boo, Dörnyei, Ryan 2015; 55
Yeung, Lau, Nie 2011; 36
Zakrajsek 2017
de Larios, Manchón, Murphy, Marín 2008; 17
Yang, Plakans 2012; 46
Zimmerman, Kitsantas 2002; 94
DiFrancesca, Nietfeld, Cao 2016; 45
Dweck 2012; 67
Dermitzaki, Andreou, Paraskeva 2008; 29
Winne, Jamieson-Noel 2002; 27
Kim, Wang, Ahn, Bong 2015; 38
Martínez, Pérez, Navarrete 2015; 34
Schünemann, Spörer, Brunstein 2013; 38
Bai, Hu, Gu 2014; 23
Zander, Brouwer, Jansen, Crayen, Hannover 2018; 62
Liem, Lau, Nie 2008; 33
Esparza J. (bibr20-1362168819859921) 2014; 19
Zhang Y. (bibr46-1362168819859921) 2012; 16
bibr40-1362168819859921
Cohen A.D. (bibr11-1362168819859921) 2009
bibr15-1362168819859921
Dweck C. (bibr17-1362168819859921) 2014
bibr32-1362168819859921
bibr45-1362168819859921
bibr6-1362168819859921
bibr28-1362168819859921
bibr24-1362168819859921
bibr3-1362168819859921
bibr33-1362168819859921
bibr8-1362168819859921
Alexander J.M. (bibr2-1362168819859921) 2008
bibr16-1362168819859921
Zakrajsek J.A. (bibr44-1362168819859921) 2017
bibr29-1362168819859921
bibr30-1362168819859921
bibr42-1362168819859921
bibr7-1362168819859921
bibr12-1362168819859921
bibr25-1362168819859921
Abu-Hamour B. (bibr1-1362168819859921) 2013; 28
bibr38-1362168819859921
bibr26-1362168819859921
bibr9-1362168819859921
bibr21-1362168819859921
bibr13-1362168819859921
bibr34-1362168819859921
bibr47-1362168819859921
bibr43-1362168819859921
bibr48-1362168819859921
bibr35-1362168819859921
Eccles J. (bibr19-1362168819859921) 1983
bibr22-1362168819859921
bibr4-1362168819859921
bibr39-1362168819859921
Schunk D.H. (bibr37-1362168819859921) 2008
bibr14-1362168819859921
Oxford R.L. (bibr31-1362168819859921) 2017
bibr27-1362168819859921
bibr41-1362168819859921
Ebel R.L. (bibr18-1362168819859921) 1986
bibr36-1362168819859921
bibr5-1362168819859921
bibr10-1362168819859921
bibr23-1362168819859921
References_xml – volume: 99
  start-page: 144
  year: 2006
  end-page: 155
  article-title: Test-taking strategies of high and low mathematics achievers
  publication-title: The Journal of Educational Research
– volume: 19
  start-page: 6
  year: 2014
  end-page: 13
  article-title: Growth mindset of gifted seventh grade students in Science
  publication-title: NCSSSMST Journal
– volume: 82
  start-page: 33
  year: 1990
  end-page: 40
  article-title: Motivational and self-regulated learning components of classroom academic performance
  publication-title: Journal of Educational Psychology
– volume: 38
  start-page: 136
  year: 2015
  end-page: 142
  article-title: English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies
  publication-title: Learning and Individual Differences
– volume: 105
  start-page: 25
  year: 2013
  end-page: 38
  article-title: Examining dimensions of self-efficacy for writing
  publication-title: Journal of Educational Psychology
– volume: 27
  start-page: 551
  year: 2002
  end-page: 572
  article-title: Exploring students’ calibration of self reports about study tactics and achievement
  publication-title: Contemporary Educational Psychology
– volume: 45
  start-page: 228
  year: 2016
  end-page: 236
  article-title: A comparison of high and low achieving students on self-regulated learning variables
  publication-title: Learning and Individual Differences
– volume: 14
  start-page: 227
  year: 2014
  end-page: 234
  article-title: Academic and emotional functioning in middle school: The role of implicit theories
  publication-title: Emotion
– volume: 16
  start-page: 1
  year: 2006
  end-page: 12
  article-title: Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement
  publication-title: Learning and Individual Differences
– volume: 9
  start-page: 161
  year: 2014
  end-page: 185
  article-title: Process mining techniques for analysing patterns and strategies in students’ self-regulated learning
  publication-title: Metacognition and Learning
– volume: 33
  start-page: 486
  year: 2008
  end-page: 512
  article-title: The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome
  publication-title: Contemporary Educational Psychology
– volume: 28
  start-page: 5
  year: 2013
  end-page: 15
  article-title: A study of gifted high, moderate, and low achievers in their personal characteristics and attitudes toward school and teachers
  publication-title: International Journal of Special Education
– volume: 52
  start-page: 1
  year: 2001
  end-page: 26
  article-title: Social cognitive theory: An agentic perspective
  publication-title: Annual Review of Psychology
– volume: 17
  start-page: 30
  year: 2008
  end-page: 47
  article-title: The foreign language writer’s strategic behaviour in the allocation of time to writing processes
  publication-title: Journal of Second Language Writing
– volume: 118
  start-page: 82
  year: 2017
  end-page: 104
  article-title: The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers
  publication-title: The Elementary School Journal
– volume: 53
  start-page: 96
  year: 2015
  end-page: 106
  article-title: An intervention study of writing strategies in Singapore primary schools
  publication-title: System
– volume: 32
  start-page: 195
  year: 2010
  end-page: 208
  article-title: Social origins of self-regulatory competence
  publication-title: Educational Psychologist
– volume: 55
  start-page: 145
  year: 2015
  end-page: 157
  article-title: L2 motivation research 2005–2014: Understanding a publication surge and a challenging landscape
  publication-title: System
– volume: 29
  start-page: 471
  year: 2008
  end-page: 492
  article-title: High and low reading comprehension achievers’ strategic behaviors and their relation to performance in a reading comprehension situation
  publication-title: Reading Psychology
– volume: 32
  start-page: 365
  year: 1981
  end-page: 387
  article-title: A cognitive process theory of writing
  publication-title: College Composition and Communication
– volume: 46
  start-page: 80
  year: 2012
  end-page: 103
  article-title: Second language writers’ strategy use and performance on an integrated reading-listening-writing task
  publication-title: TESOL Quarterly
– volume: 34
  start-page: 133
  year: 2015
  end-page: 149
  article-title: Language learning strategy use by Spanish EFL students: The effect of proficiency level, gender, and motivation
  publication-title: Revista de Investigación Educativa
– volume: 30
  start-page: 323
  year: 2010
  end-page: 347
  article-title: Disciplinary and gender differences among higher education students in self- regulated learning strategies
  publication-title: Educational Psychology
– volume: 94
  start-page: 660
  year: 2002
  end-page: 668
  article-title: Acquiring writing revision and self-regulatory skill through observation and emulation
  publication-title: Journal of Educational Psychology
– volume: 21
  start-page: 416
  year: 2011
  end-page: 428
  article-title: Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms
  publication-title: Learning and Instruction
– volume: 5
  start-page: 1
  year: 2015
  end-page: 26
  article-title: Trilingual education in Hong Kong primary schools: An overview
  publication-title: Multilingual Education
– volume: 62
  start-page: 98
  year: 2018
  end-page: 107
  article-title: Academic self-efficacy, growth mindsets, and university students’ integration in academic and social support networks
  publication-title: Learning and Individual Differences
– volume: 38
  start-page: 289
  year: 2013
  end-page: 305
  article-title: Integrating self-regulation in whole-class reciprocal teaching: A moderator–mediator analysis of incremental effects on fifth graders’ reading comprehension
  publication-title: Contemporary Educational Psychology
– volume: 36
  start-page: 246
  year: 2011
  end-page: 256
  article-title: Primary and secondary students’ motivation in learning English: Grade and gender differences
  publication-title: Contemporary Educational Psychology
– year: 2017
  publication-title: Promoting growth mindset in middle school students: An intervention using read-alouds
– volume: 32
  start-page: 93
  year: 2012
  end-page: 112
  article-title: Students’ use of writing strategies and their English writing achievements in Taiwan
  publication-title: Asia Pacific Journal of Education
– volume: 23
  start-page: 355
  year: 2014
  end-page: 365
  article-title: The relationship between writing strategies and English proficiency in Singapore primary schools
  publication-title: The Asia-Pacific Education Researcher
– volume: 67
  start-page: 614
  year: 2012
  end-page: 622
  article-title: Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower
  publication-title: American Psychologist
– volume: 22
  start-page: 597
  year: 2012
  end-page: 609
  article-title: An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students
  publication-title: Learning and Individual Differences
– volume: 16
  start-page: 101
  year: 2012
  end-page: 121
  article-title: A study of English writing and domain-specific motivation and self-efficacy of Chinese EFL learners
  publication-title: Journal of Pan-Pacific Association of Applied Linguistics
– volume: 41
  start-page: 64
  year: 2002
  end-page: 70
  article-title: Becoming a self-regulated learner: An overview
  publication-title: Theory into Practice
– volume: 52
  start-page: 176
  year: 2018
  end-page: 187
  article-title: Hong Kong secondary students’ motivation in EFL writing: A survey study
  publication-title: TESOL Quarterly
– ident: bibr14-1362168819859921
  doi: 10.1016/j.lindif.2015.11.010
– ident: bibr12-1362168819859921
  doi: 10.1016/j.jslw.2007.08.005
– ident: bibr15-1362168819859921
  doi: 10.4324/9781315833750
– year: 2017
  ident: bibr44-1362168819859921
  publication-title: Promoting growth mindset in middle school students: An intervention using read-alouds
– ident: bibr29-1362168819859921
  doi: 10.1016/j.lindif.2011.11.018
– ident: bibr45-1362168819859921
  doi: 10.1016/j.lindif.2018.01.012
– start-page: 63
  volume-title: A new look at language teaching and testing: English as subject and vehicle
  year: 2009
  ident: bibr11-1362168819859921
– ident: bibr38-1362168819859921
  doi: 10.1080/01443411003606391
– ident: bibr39-1362168819859921
  doi: 10.1016/j.lindif.2005.06.004
– ident: bibr6-1362168819859921
  doi: 10.1007/s11409-013-9107-6
– ident: bibr26-1362168819859921
  doi: 10.1002/tesq.364
– ident: bibr4-1362168819859921
  doi: 10.1007/s40299-013-0110-0
– volume-title: Teaching and researching language learning strategies: Self-regulated regulation in context
  year: 2017
  ident: bibr31-1362168819859921
– ident: bibr8-1362168819859921
  doi: 10.1016/j.system.2015.10.006
– ident: bibr16-1362168819859921
  doi: 10.1037/a0029783
– ident: bibr32-1362168819859921
  doi: 10.1037/0022-0663.82.1.33
– ident: bibr5-1362168819859921
  doi: 10.1146/annurev.psych.52.1.1
– ident: bibr40-1362168819859921
  doi: 10.1186/s13616-015-0023-8
– ident: bibr7-1362168819859921
  doi: 10.1016/j.learninstruc.2010.06.002
– ident: bibr10-1362168819859921
  doi: 10.1080/02188791.2012.655240
– ident: bibr13-1362168819859921
  doi: 10.1080/02702710802168519
– ident: bibr22-1362168819859921
  doi: 10.1086/693009
– ident: bibr34-1362168819859921
  doi: 10.1017/CBO9780511489976.011
– volume-title: Mindset: The new psychology of success
  year: 2014
  ident: bibr17-1362168819859921
– ident: bibr24-1362168819859921
  doi: 10.3200/JOER.99.3.144-155
– ident: bibr30-1362168819859921
– ident: bibr43-1362168819859921
  doi: 10.1016/j.cedpsych.2011.03.001
– start-page: 423
  volume-title: Critical issues and practices in gifted education: What the research says
  year: 2008
  ident: bibr2-1362168819859921
– volume: 16
  start-page: 101
  year: 2012
  ident: bibr46-1362168819859921
  publication-title: Journal of Pan-Pacific Association of Applied Linguistics
– ident: bibr48-1362168819859921
  doi: 10.1037/0022-0663.94.4.660
– ident: bibr47-1362168819859921
  doi: 10.1207/s15430421tip4102_2
– ident: bibr33-1362168819859921
  doi: 10.1037/a0035490
– volume-title: Motivation in education: Theory, research, and applications
  year: 2008
  ident: bibr37-1362168819859921
– ident: bibr36-1362168819859921
  doi: 10.1207/s15326985ep3204_1
– volume-title: Essentials of education measurement
  year: 1986
  ident: bibr18-1362168819859921
– ident: bibr28-1362168819859921
  doi: 10.6018/rie.34.1.232981
– ident: bibr35-1362168819859921
  doi: 10.1016/j.cedpsych.2013.06.002
– volume: 28
  start-page: 5
  year: 2013
  ident: bibr1-1362168819859921
  publication-title: International Journal of Special Education
– ident: bibr9-1362168819859921
  doi: 10.1037/a0029692
– volume: 19
  start-page: 6
  year: 2014
  ident: bibr20-1362168819859921
  publication-title: NCSSSMST Journal
– ident: bibr41-1362168819859921
  doi: 10.1016/S0361-476X(02)00006-1
– start-page: 75
  volume-title: Achievement and achievement motives: Psychological and sociological approaches
  year: 1983
  ident: bibr19-1362168819859921
– ident: bibr25-1362168819859921
  doi: 10.1016/j.lindif.2015.01.016
– ident: bibr27-1362168819859921
  doi: 10.1016/j.cedpsych.2007.08.001
– ident: bibr23-1362168819859921
– ident: bibr42-1362168819859921
  doi: 10.1002/tesq.6
– ident: bibr3-1362168819859921
  doi: 10.1016/j.system.2015.05.009
– ident: bibr21-1362168819859921
  doi: 10.2307/356600
SSID ssj0003503
Score 2.5267265
Snippet This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated...
This study was to examine the individual differences in primary school students' motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated...
SourceID proquest
eric
crossref
sage
SourceType Aggregation Database
Index Database
Enrichment Source
Publisher
StartPage 378
SubjectTerms Competence
Correlation
Elementary education
Elementary School Students
Elementary schools
English (Second Language)
English as a second language learning
Feedback (Response)
Foreign Countries
Grade 4
High Achievement
High achievers
Individual differences
Individualized Instruction
Learning
Learning Strategies
Low Achievement
Low achievers
Motivation
Schools
Second Language Learning
Second language writing
Self Efficacy
Self Management
Self regulation
Strategies
Structural equation modeling
Student Attitudes
Student Interests
Student Motivation
Student teacher relationship
Students
Teachers
Teaching
Writing
Writing Achievement
Writing Skills
Title Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong
URI https://journals.sagepub.com/doi/full/10.1177/1362168819859921
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1297786
https://www.proquest.com/docview/2535020960
Volume 25
WOSCitedRecordID wos000656541200004&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
journalDatabaseRights – providerCode: PRVSPB
  databaseName: SAGE HSS Package 2015
  customDbUrl:
  eissn: 1477-0954
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0003503
  issn: 1362-1688
  databaseCode: AEVPJ
  dateStart: 19990101
  isFulltext: true
  titleUrlDefault: http://journals.sagepub.com/
  providerName: SAGE Publications
link http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwvV3NbtQwEB6VLQcu_BQKCwX5gCpxMNs4v8sFVWirqpSqB0C9RbE9Liu12WqdBfXGa_B6PAkziZNSEIgTl0RJHDuOx-OxZ_x9AM8xSRSNdFaazMYyye2O1JVNZUJtbZRzqKe6JZvIj46Kk5Pp8RrU_V6Y8Af9Sw6roi9qlTX3bl6NngQn4yQitRtlBY1mRTqdquj1qjkvu9XunlSD77B7enXOnm3D8ZCXst_ddgPWFePEjGB9d_bx-GDQ3XHacilz_pILuHJs_lbmtYHseqw0G6k_xYW1Q9Xenf9dybtwOxi1YreTwnuwhvUG80GH2JENeHgYlkW92BaHA5Kzvw_Nu4FgTVS1FR7PnFziKbOKIV124LmXYuXxlRgi9z7NL7xoFuKiw8oQvsUSFb4D6vTfv34TYX-y-MKoTfWpmNdif0Hnt3R4AB_2Zu_f7MvABCFNHEeNVCqvTJaTwtFpVhVOO4vFTuYKZzOXZjG6QldIpm2qUDHckMFcRzkizfZ0TjOyTRjVixofgTA6qTQZSWhsnmTMFpBibMlMppzJ3HFjmPTNWpoAk85sHWdlFJDRf22XMbwY3gjV_kvaTZaUId3sgOwthvAbw1YvO2UvHqVKSR4VTzLHsM2ycvXoTwU8_teET-CW4vCcNnZzC0bNcoVP4ab53Mz98lnoFz8A-GohPQ
linkProvider SAGE Publications
linkToHtml http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1LT9wwEB4hQIILLe-llPpQIfVgYJ3n9oaqRQssKw5QcYtiewwroSxaBxC3_g3-Hr-k48QbXmpVqZdEUcaO4xl7PifjbwC-YhgK8nSaq1gHPEz0Hpe5jnhIulbCGJQdWSWbSAaD9OKic_oi1ZfvQbvjwqqoRdVk3Yxut0-cZtx2nJIjS6NOx20hnwkJtdOYnNnv_jw9aqbhIKrSIjt57go8_6N8V8crn_Q67NnhzRchXpXXOfjwH-39CAsearL92jYWYQqLJZel2Ud0LMFa33-stGyb9Rt-ZbsM5UmT9ozlhWYWrw0f12nrkS5rStsHdmvxO2vi6a6GN5aVI3ZTM1gwWzF8MlvTZ9qnX4_M7xpm945Lqbhkw4L1RnQ-psMKnB90z370uM_PwFUQtEsuRJKrOKFpQEZxnhppNKZ7sUmNjk0UB2hSmSMBzkigcCRAChPZThBpDSYTWietwnQxKnAdmJJhLgm6oNJJGDsO_wgDTeCVaiYQYlqwO9FQpjx5ucuhcZ21PV_5235uwbemhH_tv8iuOqU3ct0jQkGOWK8FmxMzyCaazkREpiXc0q8F207tz7f-9ICNfxX8AnO9s5N-1j8cHH-CeeECaKroyk2YLse3-Blm1V05tOMtb-6_AV4B-SA
linkToPdf http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Lb9QwEB5VbYW4tFAo3VLAB1SJg9mN81xuFeyqtMtqD4B6i2J7TFeqsqt12qq3_o3-PX4J48SbPhAIiUuiKGPH8UzmEY-_AXiLUSTI0mmuEh3yKNU9Lgsd84h4rYQxKPuyLjaRjsfZyUl_4nNz3F4YP4P2vUurohHVytp93XNtun6NsRuQ1g2SjIxZFvf7bhv5GkU1PRLztYPB98lRq4rDuC6N7Oi5a3C7TvlbH_fs0v3UZ-dz3knzqi3PcPM_x_wENrzLyQ4aGXkKK1huuWrNPrNjC16M_E9Ly_bZqMVZts-g-tKWP2NFqZnFM8MXTfl6pMsG2vaKnVv8wNq8utPp3LJqxuYNkgWzNdInsw2Mpv15fcP87mF26TCVyh9sWrLDGZ2P6fAcvg0HXz8ecl-ngaswDCouRFqoJCV1IOOkyIw0GrNeYjKjExMnIZpMFkiOZyxQODAghakMUkSKxWRK8dI2rJazEneAKRkVklwYVDqNEoflH2OoyYmlnskZMR3oLrmUKw9i7mppnOWBxy1_OM8deNe28K_9F9ptx_iWbnBE3pAD2OvA3lIU8iW3cxGTeAkXAnZg37H-9tafHrD7r4Rv4NHk0zAffR4fv4THwuXR1EmWe7BaLc7xFayri2pqF6-9xP8Ckgn7lA
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Motivation+and+Self-Regulated+Strategy+Use%3A+Relationships+to+Primary+School+Students%27+English+Writing+in+Hong+Kong&rft.jtitle=Language+teaching+research+%3A+LTR&rft.au=Bai%2C+Barry&rft.au=Guo%2C+Wenjuan&rft.date=2021-05-01&rft.pub=SAGE+Publications&rft.issn=1362-1688&rft.volume=25&rft.issue=3&rft.spage=378&rft_id=info:doi/10.1177%2F1362168819859921&rft.externalDocID=EJ1297786
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1362-1688&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1362-1688&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1362-1688&client=summon