A Relation Study On Writing Motivational Regulation Strategies,student Engagement In English Writing And Writing Performance Of Senior High School Students

English writing,an important and necessary skill for all students,is also one of the most important factors reflecting students’ overall English proficiency.English writing not only improves students’ accuracy in word formation and their ability to express themselves linguistically,but also helps them to exercise their logical thinking skills and their ability to organize materials.Therefore,writing is a pivotal part of high school English learning and teaching.However,due to the comprehensive and complex nature of English writing,students spend more time and effort on acquiring this skill than any other skills,and thus students often lack motivation in the process of learning English writing.Therefore,this study investigates the relationship among motivational regulation strategies,student engagement,and English writing performance of high school students based on self-regulated learning theory,self-determination theory,and student engagement theory,and explores the inherent interrelationships and interactions among them,aiming to give students and teachers suggestions to improve students’ motivation and engagement in English writing,which in turn will improve their English writing performance and further promote students’ development.This study uses quantitative research methods to collect data from 323 senior high school students in a high school in Hohhot City through the English writing motivational regulation strategies questionnaire,English writing student engagement questionnaire and English writing scores,with the aim of answering the following three research questions:(1)What is the overall situation of the use of motivational regulation strategies and student engagement in English writing among senior high school students?(2)What are the differences in the use of motivational regulation strategies and student engagement in English writing among senior high school students of different genders and different English writing proficiency levels?(3)Are there any correlations between motivational regulation strategies,student engagement in English writing and English writing performance of high school students? Are they predictive of English writing performance? The collected data were analyzed by SPSS 26.0,including descriptive statistical analysis,correlation analysis,and regression analysis.The results of the study showed that,first,high school students’ use of motivational regulation strategies for English writing was at a medium level(M=3.07),with the goal-oriented self-talk strategy(M=3.37)being used most frequently and the abandonment strategy(M=2.62)being used least frequently.High school students’ engagement in learning English writing was at a medium level too(M=3.31),with the highest level of behavioral engagement(M=3.34)and the lowest level of cognitive engagement(M=3.28).Second,there were significant differences in the use of motivational regulation strategies and student engagement among high school students by gender and writing proficiency level.In terms of motivational regulation strategies,female students(M=3.19)were better at using motivational regulation strategies than male students(M=2.95)and high subgroup students(M=3.41)than low subgroup students(M=2.76);in terms of student engagement,female students(M=3.30)were higher than male students(M=3.15)and high subgroup students(M=3.60)were significantly higher than low subgroup students(M=2.90).Third,there is a significant medium correlation between motivational regulation strategies of English writing and English performance among high school students;a significant high correlation between student engagement in English writing and English performance;and a significant high correlation between motivational regulation strategies of English writing and student engagement.There was a significant high correlation between motivational regulation strategies and student engagement in English writing.The multiple linear regression analysis revealed that both motivational regulation strategies and student engagement are predictive of writing performance,while student engagement has a higher predictive effect of high school students’ English writing performance.Based on the above findings,this study not only makes a useful addition to the role of motivational regulation strategies and student engagement on English writing,but also makes substantive suggestions for English learning and teaching in high school with a view to improving students’ writing performance and promoting their overall development.