Epistemological Beliefs and Writing Self-Efficacy as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling Approach
This study was carried out to investigate the roles of epistemic beliefs (EBs) and writing self-efficacy (WSE) in predicting second language writing anxiety (L2WA) among learners of English as a foreign language (EFL). To this end, three validated scales were distributed among 240 EFL students. They...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-04-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.850243/full |
| _version_ | 1828491343041658880 |
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| author | Mohamad Heidarzadi Hamed Barjesteh Atefeh Nasrollahi Mouziraji |
| author_facet | Mohamad Heidarzadi Hamed Barjesteh Atefeh Nasrollahi Mouziraji |
| author_sort | Mohamad Heidarzadi |
| collection | DOAJ |
| description | This study was carried out to investigate the roles of epistemic beliefs (EBs) and writing self-efficacy (WSE) in predicting second language writing anxiety (L2WA) among learners of English as a foreign language (EFL). To this end, three validated scales were distributed among 240 EFL students. They were asked to complete the questionnaires during their regular courses. A structural equation modeling (SEM) approach was utilized to analyze the hypothesized SEM model and the causal paths among the constructs. The direct and indirect path analyses of the hypothesized model indicated that EBs and WSE accounted for 43% of the variance in L2WA. Although both constructs (i.e., EBs and WSE) had a significant effect on L2WA, EBs turned out to be a robust predictor of increasing L2WA. Notably, it was revealed that learners’ EBs directly and significantly influenced their L2WA. Besides, the results indicated that WSE had a unique effect in reducing L2WA. More precisely, students who had a higher level of EBs seemed to have a greater L2WA, and those who had a higher level of WSE experienced less L2WA. The findings of this explanatory study suggest that L2 teachers and material developers should pay serious attention to the Students’ cognitive and affective variables as they were known to be significant factors in influencing L2WA. |
| first_indexed | 2024-12-11T11:00:40Z |
| format | Article |
| id | doaj.art-5109c878dbef4bc1ae7e3218bf564432 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-11T11:00:40Z |
| publishDate | 2022-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-5109c878dbef4bc1ae7e3218bf5644322022-12-22T01:09:53ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-04-011310.3389/fpsyg.2022.850243850243Epistemological Beliefs and Writing Self-Efficacy as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling ApproachMohamad HeidarzadiHamed BarjestehAtefeh Nasrollahi MouzirajiThis study was carried out to investigate the roles of epistemic beliefs (EBs) and writing self-efficacy (WSE) in predicting second language writing anxiety (L2WA) among learners of English as a foreign language (EFL). To this end, three validated scales were distributed among 240 EFL students. They were asked to complete the questionnaires during their regular courses. A structural equation modeling (SEM) approach was utilized to analyze the hypothesized SEM model and the causal paths among the constructs. The direct and indirect path analyses of the hypothesized model indicated that EBs and WSE accounted for 43% of the variance in L2WA. Although both constructs (i.e., EBs and WSE) had a significant effect on L2WA, EBs turned out to be a robust predictor of increasing L2WA. Notably, it was revealed that learners’ EBs directly and significantly influenced their L2WA. Besides, the results indicated that WSE had a unique effect in reducing L2WA. More precisely, students who had a higher level of EBs seemed to have a greater L2WA, and those who had a higher level of WSE experienced less L2WA. The findings of this explanatory study suggest that L2 teachers and material developers should pay serious attention to the Students’ cognitive and affective variables as they were known to be significant factors in influencing L2WA.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.850243/fullepistemological beliefslearners’ beliefsstructural equation modelingwriting anxietywriting self-efficacy |
| spellingShingle | Mohamad Heidarzadi Hamed Barjesteh Atefeh Nasrollahi Mouziraji Epistemological Beliefs and Writing Self-Efficacy as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling Approach Frontiers in Psychology epistemological beliefs learners’ beliefs structural equation modeling writing anxiety writing self-efficacy |
| title | Epistemological Beliefs and Writing Self-Efficacy as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling Approach |
| title_full | Epistemological Beliefs and Writing Self-Efficacy as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling Approach |
| title_fullStr | Epistemological Beliefs and Writing Self-Efficacy as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling Approach |
| title_full_unstemmed | Epistemological Beliefs and Writing Self-Efficacy as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling Approach |
| title_short | Epistemological Beliefs and Writing Self-Efficacy as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling Approach |
| title_sort | epistemological beliefs and writing self efficacy as predictors of second language writing anxiety a structural equation modeling approach |
| topic | epistemological beliefs learners’ beliefs structural equation modeling writing anxiety writing self-efficacy |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.850243/full |
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