Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance

16 references·16 citing·33 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
2002Becoming a Self-Regulated Learner: An Overview7,541 cited
2000The Role of Goal Orientation in Self-Regulated Learning5,169 cited
2016Structural Equation Modeling With AMOS4,644 cited
2000Handbook of Self-Regulation4,438 cited
1992Learning Strategies in Second Language Acquisition2,927 cited
1991Teaching English as a second or foreign language2,903 cited
1989The Psychology of Written Composition2,806 cited
2006Use of Exploratory Factor Analysis in Published Research2,453 cited
1990Learner Strategies in Language Learning1,528 cited
1999COGNITIVE DEVELOPMENT: Children's Knowledge About the Mind950 cited
2016Cognitive Processes in Writing931 cited
1997Becoming a Self-Regulated Writer: A Social Cognitive Perspective777 cited
1996A model of working memory in writing.692 cited
1980The Dynamics of Composing : Making Plans and Juggling Constraints691 cited
2000The Role of Self-Regulation and Transcription Skills in Writing and Writing Development

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

670 cited

Cited by

2022Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach135 cited
2024Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context73 cited
2022Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major71 cited
2022Assessing academic writing self‐efficacy belief and writing performance in a foreign language context64 cited
2024Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing63 cited
2022L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis55 cited
2024The impact of automated writing evaluation on English as a foreign language learners' writing self‐efficacy, self‐regulation, anxiety, and performance54 cited
2024Assessing metacognition-based student feedback literacy for academic writing51 cited
2023Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing48 cited
2022A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing47 cited
2024The relationship between self‐regulated learning strategy use and task engagement45 cited
2022Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator42 cited
2022Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance40 cited
2024Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance40 cited
2025An AI Chatbot for EFL Writing: Students’ Usage Tendencies, Writing Performance, and Perceptions37 cited
2023Mobile-assisted academic vocabulary learning with digital flashcards: Exploring the impacts on university students’ self-regulatory capacity32 cited