A study of the impacts of motivational regulation and self-regulated second-language writing strategies on college students' proximal and distal writing enjoyment and anxiety.

ABSTRACT: Motivational regulation is crucial to explaining autonomous self-regulated learning, yet has received relatively little empirical attention. This study therefore examined how 230 college students' motivational-regulation strategies affected their proximal and distal second-language writing-achievement emotions (i.e., enjoyment and anxiety), and sought evidence of interactive effects of such strategies and self-regulated learning strategies on each of these two types of emotions. All the studied types of motivational-regulation strategy were found to directly predict both proximal and distal writing enjoyment, under a "the more the happier" principle, but only a performance-oriented motivational regulation strategy predicted proximal or distal writing anxiety. A social-behavior learning str

SUBMITTER: Zhang Y 

PROVIDER: S-EPMC9396036 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature