成长心态与写作投入：动机调节与参与对教师书面纠正反馈的作用

IF 5.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing Pub Date : 2025-08-20 DOI:10.1016/j.asw.2025.100980

Mahdieh Darvari , S. Yahya Hejazi , Majid Sadoughi

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引用次数: 0

摘要

尽管参与被广泛认为是外语/第二语言（L2）教育的一个关键和理想的结果，并且已经引起了越来越多的研究关注，但其特定技能的表现，特别是在写作等领域，仍未得到充分探索。为了解决这一差距，本研究是第一次尝试检查二语写作投入及其三个潜在的预测因素。为此，本研究在Dweck（2017）的思维模式理论和Lou and Noels（2019）的语言思维模式意义系统的激励下，考虑到学习者动机调节和参与教师书面纠正反馈（WCF）的平行中介作用，研究了增长型二语写作心态（即对二语写作技能和能力的可改进性和可变性的信念）与参与之间的联系。采用方便抽样的方法，选取343名中级熟练程度的伊朗学习者进行问卷调查。结构方程模型（SEM）分析表明，成长型写作思维对教师写作投入有正向预测作用，学习者的动机调节和教师写作投入在二者之间起中介作用。提出了培养成长型思维、促进学习者反馈参与和动机调节的启示和建议。

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Growth mindset and writing engagement: The roles of motivation regulation and engagement with teacher’s written corrective feedback

Although engagement is widely recognized as a key and desirable outcome in Foreign/Second Language (L2) education and has garnered increasing research attention, its skill-specific manifestation, particularly in areas such as writing, remains underexplored. To address this gap, this study is among the first attempts to examine L2 writing engagement and its three potential predictors. To this end, motivated by Dweck’s (2017) mindsets theory and Lou and Noels’ (2019) language mindset meaning system, the present study investigated the link between growth L2 writing mindset, i.e., beliefs about improvability and changeability of L2 writing skills and abilities, and engagement by taking into account the parallel mediating roles of learners’ motivation regulation and engagement with teacher’s written corrective feedback (WCF). A total of 343 Iranian learners at intermediate proficiency level were selected through convenience sampling and responded to questionnaires. Structural Equation Modelling (SEM) analyses indicated that growth writing mindset could positively predict engagement, and this link was mediated by learners’ motivation regulation and engagement with teacher’s WCF. Implications and suggestions for fostering growth mindset and promoting learners’ feedback engagement as well as motivation regulation are presented.

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来源期刊

Assessing Writing Multiple-

CiteScore

6.00

自引率

17.90%

发文量

期刊介绍： Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.