The four achievement goal profiles differ significantly in all four dimensions of writing self-efficacy¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 ANOVAs showed the four profiles differed significantly in linguistic, self-regulatory, classroom performance, and genre-based performance self-efficacy, with η² from 0.06 to 0.138. → Jianhua Zhang 2025

Evidence¶

Jianhua Zhang 2025¶

Jianhua Zhang, Lawrence Jun Zhang. (2025). Unraveling the nexus among achievement goals, self-efficacy, and motivation regulation and their joint effects on L2 student writers' writing achievement: a person-based approach. Metacognition and Learning (2025) 20:29. https://doi.org/10.1007/s11409-025-09434-0

q2 · i2 · associational · r2

ANOVA/Welch's tests across the four latent profiles (N = 416 after cleaning). The article reports "η2 = 0.138" for self-regulatory self-efficacy as the largest effect; post-hoc Scheffe tests showed several profile pairs did not differ (e.g., MH vs AAGs in linguistic self-efficacy, p = .848).

"four profiles were significantly different in four dimensions of writing self-efficacy: linguistic self-efficacy (F = 11.087, p <.001, η2 = 0.075), self-regulatory self-efficacy (F = 22.043, p <.001, η2 = 0.138), and classroom performance self-efficacy (F = 8.769, p <.001, η2 = 0.06), and genre-based performance self-efficacy (F = 10.578, p <.001, η2 = 0.086)"

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• L2 student writers' writing achievement goals form four latent profiles: Low All Goals, Mastery High, Average All Goals, and High All Goals — related
• The predictive effects of writing self-efficacy and motivation regulation strategies on writing achievement vary across achievement goal profiles and writing genre — related
• The four profiles differ in academic self-efficacy, time/study management, and effort regulation, with HL highest, but not in help seeking — related
• The four achievement goal profiles differ significantly in use of motivation regulation strategies (interest enhancement, motivational self-talk, emotional control) — related
• Self-efficacy profiles differ in AI use for informational support (η² = .28) and emotional support (η² = .18) — related
• Achievement goal profiles did not differ significantly in argumentative writing achievement, but did differ in narrative writing achievement — related