Investigating the role of ideal L2 writing self, writing growth mindset, and writing enjoyment in L2 writing self-efficacy: a mediation model

References

Anderson, James C. & David W. Gerbing. 1988. Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin 103(3). 411. https://doi.org/10.1037/0033-2909.103.3.411.Search in Google Scholar

Bacchini, Dario & Fabrizia Magliulo. 2003. Self-image and perceived self-efficacy during adolescence. Journal of Youth and Adolescence 32. 337–349. https://doi.org/10.1023/A:1024969914672.10.1023/A:1024969914672Search in Google Scholar

Bai, Barry & Wenjuan Guo. 2019. Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research 25(3). 378–399. https://doi.org/10.1177/1362168819859921.Search in Google Scholar

Bai, Barry, Jing Wang & Youyan Nie. 2020. 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? Cambridge Journal of Education 51(1). 65–84. https://doi.org/10.1080/0305764X.2020.1778639.Search in Google Scholar

Bandura, Albert. 1986. Social foundations of thought and action: A social cognitive theory. New Jersey: Prentice Hall.Search in Google Scholar

Bandura, Albert. 1997. Self-efficacy: The exercise of control. New York: W H Freeman.Search in Google Scholar

Baron, Reuben M. & David A. Kenny. 1986. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51(6). 1173. https://doi.org/10.1037//0022-3514.51.6.1173.Search in Google Scholar

Botes, Elouise, Jean-Marc Dewaele & Samuel Greiff. 2021. The development and validation of the short form of the Foreign Language Enjoyment Scale. The Modern Language Journal 105(4). 858–876. https://doi.org/10.1111/modl.12741.Search in Google Scholar

Bruning, Roger, Michael Dempsey, Douglas F. Kauffman, Courtney McKim & Sharon Zumbrunn. 2013. Examining dimensions of self-efficacy for writing. Journal of Educational Psychology 105(1). 25–38. https://doi.org/10.1037/a0029692.Search in Google Scholar

Chen, Jing & Lawrence Jun Zhang. 2019. Assessing student-writers’ self-efficacy beliefs about text revision in EFL writing. Assessing Writing 40. 27–41. https://doi.org/10.1016/j.asw.2019.03.002.Search in Google Scholar

Chen, Jing, Lawrence Jun Zhang & Xiaotong Chen. 2022. L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis. Language Teaching Research. 13621688221134967. https://doi.org/10.1177/13621688221134967.Search in Google Scholar

Cheong, Choo Mui, Jiahuan Zhang & Yuan Yao & Xinhua Zhu. 2022. The role of gender differences in the effect of ideal L2 writing self and imagination on continuation writing task performance. Thinking Skills and Creativity 46. 101129. https://doi.org/10.1016/j.tsc.2022.101129.Search in Google Scholar

Cho, Minyoung. 2020. An investigation into learners’ ideal L2 self and its motivational capacity. Reading and Writing 33(8). 2029–2048. https://doi.org/10.1007/s11145-020-10031-7.Search in Google Scholar

Dalioglu, Seray Tatli & Oktay Cem Adiguzel. 2016. Teacher candidates’ self-efficacy beliefs and possible selves throughout the teaching practice period in Turkey. Asia Pacific Education Review 17. 651–661. https://doi.org/10.1007/s12564-016-9458-1.Search in Google Scholar

Derakhshan, Ali & Fathi Jalil. 2024. Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking. System 123. 103320. https://doi.org/10.1016/j.system.2024.103320.Search in Google Scholar

Dewaele, Jean-Marc & Peter D. MacIntyre. 2014. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching 4. 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5.Search in Google Scholar

Dörnyei, Zoltán. 2009. The L2 motivational self system. In Zoltán Dörnyei & Ema Ushioda (eds.), Motivation, language identity and the L2 self, 9–42. Toronto: Multilingual Matters.10.21832/9781847691293-003Search in Google Scholar

Dweck, Carlos S. 1999. Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.Search in Google Scholar

Dweck, Carol S. 2006. Mindset: The new psychology of success. New York: Random House.Search in Google Scholar

Fathi, Jalil & S. Yahya Hejazi. 2024. Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment. Current Psychology 43(12). 10606–10620. https://doi.org/10.1007/s12144-023-05187-8.Search in Google Scholar

Elahi Shirvan, Majid, Gholam Hassan Khajavy, Morteza Nazifi & Tahereh Taherian. 2018. Longitudinal examination of adult students’ self‐efficacy and anxiety in the course of general English and their prediction by ideal self‐motivation: Latent growth curve modeling. New Horizons in Adult Education and Human Resource Development 30(4). 23–41. https://doi.org/10.1002/nha3.20230.Search in Google Scholar

Fathi, Jalil & Mohammaddokht Farnoosh. 2021. Foreign language enjoyment and anxiety as the correlates of the ideal L2 self in the English as a foreign language context. Frontiers in Psychology 12. 790648. https://doi.org/10.3389/fpsyg.2021.790648.Search in Google Scholar

Fathi, Jalil, Mirosław Pawlak, Sepideh Mehraein, Hamed Mohammad Hosseini & Derakhshesh Ali. 2023. Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners. System 115. 103067. https://doi.org/10.1016/j.system.2023.103067.Search in Google Scholar

Fathi, Jalil, Mirosław Pawlak, Sam Saeedian & Ghaderi Ata. 2024. Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit. Language Teaching Research. 13621688241227603. https://doi.org/10.1177/13621688241227603.Search in Google Scholar

Field, Andy. 2013. Discovering statistics using IBM SPSS statistics. London: Sage.Search in Google Scholar

Fornell, Claes & David F. Larcker. 1981. Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research 18(1). 39–50. https://doi.org/10.1177/002224378101800104.Search in Google Scholar

Fredrickson, Barbara L. 2013. Updated thinking on positivity ratios. American Psychologist 68(9). 814–822. https://doi.org/10.1037/a0033584.Search in Google Scholar

Gist, Marilyn E & Terence R Mitchell. 1992. Self-efficacy: A theoretical analysis of its determinants and malleability. The Academy of Management Review 17(2). 183–211. https://doi.org/10.2307/258770.Search in Google Scholar

Golparvar, Seyyed Ehsan & Afshin Khafi. 2021. The role of L2 writing self-efficacy in integrated writing strategy use and performance. Assessing Writing 47. 100504. https://doi.org/10.1016/j.asw.2020.100504.Search in Google Scholar

Graham, Steve. 2018. A writer(s) within community model of writing. In C. Bazerman, V. Berninger, D. Brandt, S. Graham, J. Langer, S. Murphy, P. Matsuda, D. Rowe & M. Schleppegrell (eds.), The lifespan development of writing, 271–325. Urbana, IL: National Council of English.Search in Google Scholar

Graham, Steve, Karen R. Harris, Sharlene A. Kiuhara & Evan J. Fishman. 2017. The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. The Elementary School Journal 118(1). 82–104. https://doi.org/10.1086/693009.Search in Google Scholar

Guan, Yi, Siyu Zhu, Xinhua Zhu, Yuan Yao & Yue Jiang. 2023. Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing. Language Teaching Research. 13621688231216295. https://doi.org/10.1177/13621688231216295.Search in Google Scholar

Hair, F. JosephJr., William C. Black, Barry J. Babin & Rolph E. Anderson. 2010. Multirative data analysis: A global perspective. New York: Pearson Prentice Hall.Search in Google Scholar

Han, Jiwon & Phil Hiver. 2018. Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing 40. 44–59. https://doi.org/10.1016/j.jslw.2018.03.001.Search in Google Scholar

Higgins, E. Tory. 1987. Self-discrepancy: A theory relating self and affect. Psychological Review 94(3). 319–340. https://doi.org/10.1037/0033-295X.94.3.319.Search in Google Scholar

Hu, Li‐tze & Peter M. Bentler. 1999. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal 6(1). 1–55. https://doi.org/10.1080/10705519909540118.Search in Google Scholar

Hyland, Ken. 2021. Teaching and researching writing. New York: Routledge.10.4324/9781003198451Search in Google Scholar

Hyland, Ken & Fiona Hyland (eds.). 2019. Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press.10.1017/9781108635547Search in Google Scholar

Jang, Younie & Junkyu Lee. 2019. The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality. Reading and Writing 32(5). 1129–1148. https://doi.org/10.1007/s11145-018-9903-0.Search in Google Scholar

Jin, Yinxing. 2023. The development and validation of the English writing enjoyment scale. Perceptual and Motor Skills 130(1). 555–575. https://doi.org/10.1177/00315125221137649.Search in Google Scholar

Khajavy, Gholam Hassan & Elham Aghaee. 2022. The contribution of grit, emotions and personal bests to foreign language learning. Journal of Multilingual and Multicultural Development 45(6). 2300–2314. https://doi.org/10.1080/01434632.2022.2047192.Search in Google Scholar

Kline, Rex B. 2023. Principles and practice of structural equation modeling. New York: Guilford publications.Search in Google Scholar

Lee, Man-Kit & Michael Evans. 2019. Investigating the operating mechanisms of the sources of L2 writing self‐efficacy at the stages of giving and receiving peer feedback. The Modern Language Journal 103(4). 831–847. https://doi.org/10.1111/modl.12598.Search in Google Scholar

Li, Bai. 2022. Research on correlation between English writing self-efficacy and psychological anxiety of college students. Frontiers in Psychology 13. 957664. https://doi.org/10.3389/fpsyg.2022.957664.Search in Google Scholar

Li, Chengchen, Jian Huang & Banban Li. 2021. The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System 96. 102393. https://doi.org/10.1016/j.system.2020.102393.Search in Google Scholar

Li, Chengchen, Li Wei & Xiaojun Lu. 2023. Contributions of foreign language writing emotions to writing achievement. System 116. 103074. https://doi.org/10.1016/j.system.2023.103074.Search in Google Scholar

Lou, Nigel Mantou & Kimberly A. Noels. 2017. Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations. Modern Language Journal 101(1). 22–33. https://doi.org/10.1111/modl.12380.Search in Google Scholar

Lou, Nigel Mantou & Kimberly A. Noels. 2019. Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System 86. 102126. https://doi.org/10.1016/j.system.2019.102126.Search in Google Scholar

Lou, Nigel Mantou & Nourollah Zarrinabadi. 2022. Mindsets. In Shaofeng Li, Phil Hiver & Mostafa Papi (eds.), The Routledge handbook of second language acquisition and individual differences, 128–144. New York: Routledge.10.4324/9781003270546-11Search in Google Scholar

Lu, Ying-Yan, Thomas J. Smith, Zuway-R. Hong, Huann-shyang Lin & Hsu Wen-Yi. 2022. Exploring the relationships of citizens’ scientific interest and self-understanding to their learning enjoyment and self-efficacy in science. Curent Psychology. 1–13. https://doi.org/10.1007/s12144-022-02785-w.Search in Google Scholar

MacIntyre, Peter D. 2016. So far so good: An overview of positive psychology and its contributions to SLA. In Danuta Gabryś-Barker & Dagmara Gałajda (eds.), Positive psychology perspectives on foreign language learning and teaching, 3–20. Cham: Springer.10.1007/978-3-319-32954-3_1Search in Google Scholar

Marsh, Herbert W., Kit-Tai Hau & Zhonglin Wen. 2004. In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling: A Multidisciplinary Journal 11(3). 320–341. https://doi.org/10.1207/s15328007sem1103_2.Search in Google Scholar

Mendoza, Laura, Tuula Lehtonen, Sari Lindblom-Ylänne & Heidi Hyytinen. 2022. Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing. System 106. 102759. https://doi.org/10.1016/j.system.2022.102759.Search in Google Scholar

Mills, Nicole, Frank Pajares & Carol Herron. 2007. Self‐efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning 57(3). 417–442. https://doi.org/10.1111/j.1467-9922.2007.00421.x.Search in Google Scholar

Molden, Daniel C. & Carol S. Dweck. 2006. Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist 61(3). 192–203. https://doi.org/10.1037/0003-066X.61.3.192.Search in Google Scholar

Murdoch, Yvette Denise & Hyejung Lim. 2020. Fear of evaluation on L2 writing enjoyment: Mediation effect of negative perceptions and literacy interactions. English Language Teaching 32(2). 39–64. https://doi.org/10.17936/pkelt.2020.32.2.5.Search in Google Scholar

Oxford, Rebecca. 2015. Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning. Studies in Second Language Learning and Teaching 5(3). 371–393. https://doi.org/10.14746/ssllt.2015.5.3.2.Search in Google Scholar

Pajares, Frank. 1996. Self-efficacy beliefs in academic settings. Review of Educational Research 66(4). 543–578. https://doi.org/10.3102/00346543066004543.Search in Google Scholar

Pajares, Frank & Timothy C. Urdan (eds.). 2006. Self-efficacy beliefs of adolescents. Charlotte: Institute of Analysts and Programmers.Search in Google Scholar

Papi, Mostafa & Gholam Hassan Khajavy. 2021. Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning 71(2). 537–572. https://doi.org/10.1111/lang.12443.Search in Google Scholar

Papi, Mostafa, Angel Rios, Hunter Pelt & Esra Ozdemir. 2019. Feedback-seeking behavior in language learning: Basic components and motivational antecedents. The Modern Language Journal 103(1). 205–226. https://doi.org/10.1111/modl.12538.Search in Google Scholar

Papi, Mostafa, Anna Vitalyevna Bondarenko, Brenda Wawire, Chen Jiang & Shiyao Zhou. 2020. Feedback-seeking behavior in second language writing. Reading and Writing 33(2). 485–505. https://doi.org/10.1007/s11145-019-09971-6.Search in Google Scholar

Pekrun, Reinhard. 2006. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review 18. 315–341. https://doi.org/10.1007/s10648-006-9029-9.Search in Google Scholar

Pekrun, Reinhard & Raymond P. Perry. 2014. Control-value theory of achievement emotions. International handbook of emotions in education, 120–141. New York: Routledge.Search in Google Scholar

Podsakoff, Philip M. & W. Organ Dennis. 1986. Self-reports in organizational research: Problems and prospects. Journal of Management 12(4). 531–544. https://doi.org/10.1177/014920638601200408.Search in Google Scholar

Prihandoko, Lastika Ary & Joko Nurkamto. 2022. Students’ profiles in the perspectives of academic writing growth mindsets, self-efficacy, and metacognition. International Journal of Instruction 15(3). 117–136. https://doi.org/10.29333/iji.2022.1537a.Search in Google Scholar

Qiu, Xuyan & Man-Kit Lee. 2020. Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports. System 93. 102312. https://doi.org/10.1016/j.system.2020.102312.Search in Google Scholar

Ruegg, Rachael. 2018. The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. Language Learning Journal 46(2). 87–102. https://doi.org/10.1080/09571736.2014.958190.Search in Google Scholar

Ryan, Stephen & Sarah Mercer. 2012. Implicit theories: Language learning mindsets. In Mercer Sara, Stephen Ryan & Marion Williams (eds.), Psychology for language learning: Insights from research, theory and practice, 74–89. New York: Palgrave Macmillan.10.1057/9781137032829_6Search in Google Scholar

Saito, Kazuya, Jean Marc Dewaele, Mariko Abe & Yo In’nami. 2018. Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning 68(3). 709–743. https://doi.org/10.1111/lang.12297.Search in Google Scholar

Samuel, Tashana S. & Warner. Jared. 2021. “I can math!”: Reducing math anxiety and increasing math self-efficacy using a mindfulness and growth mindset-based intervention in first-year students. Community College Journal of Research and Practice 45(3). 205–222. https://doi.org/10.1080/10668926.2019.1666063.Search in Google Scholar

Schlegel, Rebecca J., Sharon L. Chu, Kaiyuan Chen, Elizabeth Deuermeyer, Andrew G. Christy & Francis Quek. 2019. Making in the classroom: Longitudinal evidence of increases in self-efficacy and STEM possible selves over time. Computers & Education 142. 103637. https://doi.org/10.1016/j.compedu.2019.103637.Search in Google Scholar

Schukajlow, Stanislaw, Dominik Leiss, Reinhard Pekrun, Blum Werner, Marcel Müller & Rudolf Messner. 2012. Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics 79. 215–237. https://doi.org/10.1007/s10649-011-9341-2.Search in Google Scholar

Shen, Bin, Barry Bai & Moonyoung Park. 2020. Exploring Hong Kong primary students’ English writing motivation: Relationships between writing self-efficacy and task value. Journal of Multilingual and Multicultural Development 44(4). 324–338. https://doi.org/10.1080/01434632.2020.1823397.Search in Google Scholar

Soylu, Meryem, Mary G. Zeleny, Ruomeng Zhao, Roger H. Bruning, Michael S. Dempsey & Douglas F. Kauffman. 2017. Secondary students writing achievement goals: Assessing the mediating effects of mastery and performance goals on writing self-efficacy, affect, and writing achievement. Frontiers in Psychology 8. https://doi.org/10.3389/fpsyg.2017.01406.Search in Google Scholar

Strachan, Shaelyn M., ME Marcotte Meghan, Tara MT Giller, Jennifer Brunet & JI Schellenberg Benjamin. 2017. An online intervention to increase physical activity: Self-regulatory possible selves and the moderating role of task self-efficacy. Psychology of Sport and Exercise 31. 158–165. https://doi.org/10.1016/j.psychsport.2016.05.001.Search in Google Scholar

Sun, Ting & Chuang Wang. 2020. College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System 90. 102221. https://doi.org/10.1016/j.system.2020.102221.Search in Google Scholar

Sun, Ting, Chuang Wang, Richard G. Lambert & Lan Liu. 2021. Relationship between second language English writing self-efficacy and achievement: A meta-regression analysis. Journal of Second Language Writing 53. 100817. https://doi.org/10.1016/j.jslw.2021.100817.Search in Google Scholar

Sun, Qiyu & Lawrence Jun Zhang. 2023. Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance. Current Psychology 42(27). 23743–23758. https://doi.org/10.1007/s12144-022-03416-0.Search in Google Scholar

Taguchi, Tatsuya, Michael Magid & Mostafa Papi. 2009. The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Zoltán Dörnyei & Ema Ushioda (eds.), Motivation, language identity and the L2 self, 66–97. Bristol: Multilingual Matters.10.21832/9781847691293-005Search in Google Scholar

Tahmouresi, Somayeh & Mostafa Papi. 2021. Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing 53. 100837. https://doi.org/10.1016/j.jslw.2021.100837.Search in Google Scholar

Teimouri, Yasser. 2017. L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition 39(4). 681–709. https://doi.org/10.1017/S0272263116000243.Search in Google Scholar

Teimouri, Yasser, Luke Plonsky & Farhad Tabandeh. 2020. L2 Grit: Passion and perseverance for second-language learning. Language Teaching Research 26(5). 893–918. https://doi.org/10.1177/1362168820921895.Search in Google Scholar

Teng, Lin Sophie, Peijian Paul Sun & Linlin Xu. 2018. Conceptualizing writing self-efficacy in English as a foreign language contexts: Scale validation through structural equation modeling. TESOL Quarterly 52(4). 911–942. https://doi.org/10.1002/tesq.432.Search in Google Scholar

Teng, Mark Feng & Lawrence Jun Zhang. 2023. Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance. Language Awareness. 1–26. https://doi.org/10.1080/09658416.2023.2300269.Search in Google Scholar

Tsao, Jui-Jung. 2021. Effects of EFL learners’ L2 writing self-efficacy on engagement with written corrective feedback. Asia-Pacific Education Researcher 30(6). 575–584. https://doi.org/10.1007/s40299-021-00591-9.Search in Google Scholar

Tsao, Jui-Jung, Wen-Ta Tseng, Tsung-Yuan Hsiao, Chaochang Wang & Andy Xuesong Gao. 2021. Toward a motivation-regulated learner engagement WCF model of L2 writing performance. Sage Open 11(2). https://doi.org/10.1177/21582440211023172.Search in Google Scholar

Usher, Ellen L. & Pajares Frank. 2008. Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research 78. 751–796. https://doi.org/10.3102/0034654308321456.Search in Google Scholar

Wang, Xin, Yang Wang, Yizhi Yang & Lu Wang. 2021a. Investigating Chinese university students’ enjoyment in a web-based language learning environment: Validation of the Online Foreign Language Enjoyment Scale. Perceptual and Motor Skills 128(6). 2820–2848. https://doi.org/10.1177/00315125211041714.Search in Google Scholar

Wang, Yongliang, Derakhshan Ali & Lawrence Jun Zhang. 2021b. Researching and practicing positive psychology in second/foreign language learning and teaching: The Past, current status and future directions. Frontiers in Psychology 12. 731721. https://doi.org/10.3389/fpsyg.2021.731721.Search in Google Scholar

Waller, Laurel & Mostafa Papi. 2017. Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing 35. 54–65. https://doi.org/10.1016/j.jslw.2017.01.004.Search in Google Scholar

Woodrow, Lindy. 2011. College English writing affect: Self-efficacy and anxiety. System 39. 510–522. https://doi.org/10.1016/j.system.2011.10.017.Search in Google Scholar

Xu, Jian. 2022. Incremental intelligence matters: How L2 writing mindsets impact feedback orientation and self-regulated learning writing strategies. Assessing Writing 51. 100593. https://doi.org/10.1016/j.asw.2021.100593.Search in Google Scholar

Xu, Jian & Yabing Wang. 2022. The differential mediating roles of ideal and ought-to L2 writing selves between growth mindsets and self-regulated writing strategies. System 110. 102900. https://doi.org/10.1016/j.system.2022.102900.Search in Google Scholar

Xu, Jian & Yabing Wang. 2023. Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs. Assessing Writing 56. 100698. https://doi.org/10.1016/j.asw.2023.100698.Search in Google Scholar

Yang, Li Francoise & Lawrence Jun Zhang. 2023. Self-regulation and student engagement with feedback: The case of Chinese EFL student writers. Journal of English for Academic Purposes 63. 101226. https://doi.org/10.1016/j.jeap.2023.101226.Search in Google Scholar

Yao, Yuan, Xinhua Zhu & Jianling Zhan. 2024. The associations among growth mindsets, the ideal L2 writing self, and L2 writing enjoyment and their impacts on L2 English writing performance: A gender difference perspective. Assessing Writing 60. 100832. https://doi.org/10.1016/j.asw.2024.100832.Search in Google Scholar

Zabihi, Reza. 2018. The role of cognitive and affective factors in measures of L2 writing. Written Communication 35(1). 32–57. https://doi.org/10.1177/0741088317735836.Search in Google Scholar

Zhan, Jianling, Yao Yuan & Xinhua Zhu. 2023. The mediating effect of feedback-seeking behavior on the relationship between ideal L2 writing self and story continuation writing performance: A multigroup structural equation modeling approach. System 113. 102976. https://doi.org/10.1016/j.system.2022.102976.Search in Google Scholar

Zhang, Lawrence Jun. 2022. L2 writing: Toward a theory-practice praxis. In Eli Hinkel (ed.), Handbook of practical second language teaching and learning, 331–343. New York: Routledge.10.4324/9781003106609-27Search in Google Scholar

Zhang, Lawrence Jun, Abdulbaset Saeedian & Fathi Jalil. 2022a. Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development. 1–16. https://doi.org/10.1080/01434632.2022.2100893.Search in Google Scholar

Zhang, Jianhua & Lawrence Jun Zhang. 2023. Examining the relationship between English as a foreign language learners’ cognitive abilities and L2 grit in predicting their writing performance. Learning and Instruction 88. 101808. https://doi.org/10.1016/j.learninstruc.2023.101808.Search in Google Scholar

Zhang, Peixin, Jason Fan & Wenfeng Jia. 2022b. Assessing L2 integrated writing self-efficacy: Development and validation of a scale. Assessing Writing 54. 100665. https://doi.org/10.1016/j.asw.2022.100665.Search in Google Scholar

Zhang, Xijia, Nigel Mantou Lou, Kimberly A. Noels & Lia M. Daniels. 2020. Attributions and mindsets. In Tammy Gregersen & Sara Mercer (eds.), The Routledge handbook of psychology of language learning, 161–175. New York: Routledge.10.4324/9780429321498-16Search in Google Scholar

Zhao, Pengfei, Xinhua Zhu, Yuan Yao & Xian Liao. 2023. Ideal L2 self, enjoyment, and strategy use in L2 integrated writing: A self-regulatory learning perspective. System 115. 103033. https://doi.org/10.1016/j.system.2023.103033.Search in Google Scholar

Zhu, Xinhua, Yi Guan & Yao Yuan. 2022. Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance. Assessing Writing 54. 100674. https://doi.org/10.1016/j.asw.2022.100674.Search in Google Scholar

Zimmerman, Barry J. 2000. Self-efficacy: An essential motive to learn. Contemporary Educational Psychology 25(1). 82–91. https://doi.org/10.1006/ceps.1999.1016.Search in Google Scholar