2026· International journal of research and innovation in social science· 0 citations
Abstract
Guided by Social Cognitive Theory, this study examines learners’ academic writing strategies drawing on Bandura's (1986) model, and focuses on how environmental, personal and behavioural factors are interdependent in influencing learners' writing. The study employed a quantitative survey design involving 109 undergraduate and postgraduate students in a Malaysian public university. The data were gathered using a structured questionnaire adapted from Raoofi et al. (2017), consisting of 27 items grouped under three main strategy domains: metacognitive, cognitive/effort regulation and social-affective strategies. The data obtained were analysed using descriptive statistics and correlation analysis through SPSS. The findings show that learners reported using metacognitive strategies, particularly for revising and monitoring their writing, while social strategies were used at a moderate level. This correlation analysis shows significant relationships among all three factors, with the strongest between personal and behavioural factors. Overall, the findings reveal the interconnected roles of cognition, action, and the learning environment in academic writing. The study provides pedagogical insights on shaping self-regulated writers and offers directions for further research on developing writing strategies.
The findings revealed that the students relied on metacognitive and cognitive writing strategies and reflected their high resilience and effort regulation despite showing a lower consistency in regular writing practice, which offers a foundation for more focused instructional interventions in higher education.
Nurul Syafieqah Jaafar, N. Rosly, Najwa Zulkifli et al.· International journal of res...· 0 citations
This study investigates the dominant motivational factors influencing student learning and their associations with academic, personal, and social variables among teacher education students at Capiz State University Sigma Satellite College. Employing a convergent parallel mixed-methods design, the research concurrently utilized quantitative and qualitative approaches to capture both the breadth and depth of students’ motivational orientations. Specifically, the study aimed to determine the students’ socio-demographic profiles, assess the level and ranking of five core motivational constructs, relationships, effort, aspiration, cognition, and heart, and explore the significance of these factors in shaping student experiences. Quantitative data were gathered through a structured, validated questionnaire and analyzed using descriptive statistics and Spearman’s rank-order correlation to examine associations with selected demographic variables. Qualitative responses, collected via open-ended prompts, were subjected to Braun and Clarke’s six-phase thematic analysis. Results indicated that relational motivation anchored in goal-setting, emotional reinforcement, and self-directed progress emerged as a key driver of student engagement. While external motivators such as peer recognition had some impact, intrinsic motivational factors were more influential in sustaining academic involvement. Qualitative insights corroborated these findings, revealing themes related to emotional support, peer influence, time management, and goal clarity. The study adhered to ethical research protocols, ensuring informed consent, confidentiality, and voluntary participation. Findings underscore the need for higher education institutions to foster emotionally supportive and goal-oriented learning environments. Such settings not only enhance academic motivation but also contribute to holistic student development, supporting persistence and resilience in both academic and socio-personal contexts.
Mark Anson Unarce, Jhonnel Abalajon, Ginalyn Obien et al.· International journal of hum...· 0 citations
The expansion of online learning has made virtual group work integral to higher education, yet communication gaps, uneven participation, cognitive uncertainty, and limited instructional support continue to affect collaborative effectiveness. Grounded in Bandura’s Social Cognitive Theory, this study examined how environmental, personal, and behavioral factors interact to shape students’ online group experiences. Environmental factors were represented by teaching presence, personal factors by cognitive presence, and behavioral factors by social presence. A quantitative survey was conducted with a convenience sample of 286 university students from various faculties and levels. Data were collected using a 23-item, five-point Likert-scale questionnaire comprising eight items on teaching presence, seven on cognitive presence, and eight on social presence. The instrument demonstrated internal consistency, with a Cronbach’s alpha of .850. Descriptive findings showed that students perceived teaching presence positively, particularly when instructors provided clear examples, suitable materials, structured templates, and explanations. Although some students experienced confusion at the beginning of online discussions, cognitive engagement improved as they exchanged information, connected ideas, and applied new understanding. Social presence supported collaboration by enabling students to express opinions, share ideas, and participate confidently. Pearson correlation analysis revealed significant moderate positive relationships between environmental and personal factors (r = .408, p < .001), personal and behavioral factors (r = .394, p < .001), and behavioral and environmental factors (r = .438, p < .001). These findings support Social Cognitive Theory’s reciprocal determinism and highlight the importance of structured guidance, scaffolded activities, peer feedback, and psychologically supportive environments in strengthening online collaborative learning.
Zahari Bin Abu Bakar, Siti Nurul'ain Zaiton, Ahmad Khudzairi Khalid et al.· International journal of res...· 0 citations
Academic writing is a complex process demanding cognitive control as well as motivation, persistence and emotional control. While some research has focused on the strategies used for writing alone, fewer studies have considered the combination of cognitive, affective, and self-regulatory factors as a whole to support writing development. This study presents and tests a model exploring the relationships between cognitive strategies, effort regulation, affective strategies and metacognitive writing strategies of university students in Malaysia. A quantitative research design was adopted, which included 202 undergraduate and postgraduate students of academic writing in a public university. The Writing Strategy Scale was adapted from Raoofi et al. (2017) and used to gather data, which was then analysed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) by SmartPLS 4. Significant positive relationships were found between effort regulation and affective strategies, effort regulation and metacognitive strategies, cognitive strategies and affective strategies, and cognitive strategies and metacognitive strategies. Affective strategies were also shown to mediate in the proposed model to a significant degree. The model accounted for 50.2% of the variance in the affective strategies and 53.4% of the variance in the metacognitive writing strategies. The results of this study indicate that the problem-solving strategies are not sufficient for successful academic writing. Emotions regulation and sustained efforts help the students plan, monitor and evaluate their writing well. The study provides practical examples for language teaching and learning and adds to the ongoing debates on SLL in higher education.
Nur Huslinda Che Mat., Noor Hanim binti Rahmat, Nur Maizura Lin et al.· International journal of res...· 0 citations
This study explores the metacognitive strategies of education students in educational research writing using a learner-centered perspective grounded in Flavell’s metacognitive theory (1979) and Zimmerman’s self-regulated learning (SRL) model (2000). Employing a qualitative phenomenological design, data were gathered through semi-structured interviews with ten purposely selected fourth-year education students with direct experience in research writing. Reflexive thematic analysis was used to interpret the data. Findings reveal four (4) key themes: education students’ perceptions and application of metacognitive strategies in research writing, metacognitive challenges encountered by education students in the planning, execution, and writing stages, learner-centered instructional approaches fostering or hindering the enactment of metacognitive regulation essential to research competence, and education students' reflections and learning Adaptation. Results indicate that while students demonstrate strong conceptual understanding of metacognition, their regulatory practices remain largely reactive rather than proactive, particularly in complex tasks such as synthesis and data analysis. Emotional challenges, peer collaboration, and instructor feedback were also found to significantly shape students’ metacognitive engagement. The study concludes that research writing serves as a developmental space for strengthening self-regulated learning, although students require stronger instructional scaffolding to enhance strategic and emotional regulation. The study recommends structured reflection, explicit strategy instruction, and targeted feedback should be integrated to support the transfer of metacognitive skills.
Jane M. Malit, Jenelyn T. Peña, Hazel M. Bautista· International Journal of Lea...· 0 citations
Writing skill is a crucial skill for students in tertiary level education. For students who do not possess good writing skills, they might be intimidated by writing tasks and assignments. This low self-efficacy might hinder them from performing in a writing task. Hence, this study aims to investigate the relationship between students’ self-efficacy and the writing strategies (metacognitive, effort regulation, cognitive, society, and affective strategies) that they use. A quantitative approach was employed, specifically the survey research design to determine the relationship between these two variables. A total of 147 university students from a public university in Selangor, Malaysia were involved in this study, who responded to a questionnaire distributed through online platforms. In general, the findings of this study found that generally students had high self-efficacy, and they employed various strategies in order to complete their writing tasks. The implication of this study is that while teaching writing strategies to students is helpful, students’ confidence and self-efficacy should also be raised in the teaching and learning process.
Hidayu Shafie, Izlin Mohamad Ghazali, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
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