The Relationship Between College Students’ Metacognitive Writing Strategies, Self-Efficacy, and Writing Performance: Evidence from a Foundational Writing Curriculum in Chinese Universities

DOI

10.2991/978-2-38476-475-4_33How to use a DOI?

Keywords

Metacognitive Writing Strategies; Self-Efficacy; Writing Performance; Questionnaire Survey; Foundational Writing Theory

Abstract

Foundational writing courses are considered core components in Chinese Language and Literature programs across many Chinese universities. The instruction of writing principles is believed to directly influence students’ metacognitive writing strategies. This study investigates the interrelationship between metacognitive strategies, writing self-efficacy, and writing outcomes among college students. Based on a survey conducted with 357 undergraduate students, the study applies exploratory factor analysis, descriptive statistics, and correlation analysis to identify dimensions of metacognitive strategy usage and their alignment with the theoretical dimensions of foundational writing instruction. Results demonstrate mutual penetration between the theoretical writing model and dimensions of metacognitive strategies. Notably, students exhibit weaknesses in monitoring and adjusting their writing behaviors. Writing self-efficacy and metacognitive strategies were both significantly associated with improved writing performance. These findings offer a theoretical foundation for future research on metacognitive strategies in AI-assisted academic writing environments.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Tingting Hu
PY  - 2025
DA  - 2025/11/11
TI  - The Relationship Between College Students’ Metacognitive Writing Strategies, Self-Efficacy, and Writing Performance: Evidence from a Foundational Writing Curriculum in Chinese Universities
BT  - Proceedings of the 2025 10th International Conference on Modern Management, Education and Social Sciences (MMET 2025)
PB  - Atlantis Press
SP  - 274
EP  - 283
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-475-4_33
DO  - 10.2991/978-2-38476-475-4_33
ID  - Hu2025
ER  -