The Interplay of Mindset, Feedback Perception, and Academic Emotion Regulation in Undergraduates’ Self-Regulated Writing Ability
This cross-sectional study investigated the interconnected roles of university students’ mindsets (growth and fixed), perceptions of writing feedback, and academic emotion regulation in shaping self-regulated writing ability. Data were collected from 313 undergraduate students in South Korea. A seri...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/7/804 |
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| Summary: | This cross-sectional study investigated the interconnected roles of university students’ mindsets (growth and fixed), perceptions of writing feedback, and academic emotion regulation in shaping self-regulated writing ability. Data were collected from 313 undergraduate students in South Korea. A serial mediation analysis was conducted using the PROCESS macro (Model 6). The results indicated that the indirect effect of a growth mindset on self-regulated writing ability via writing feedback perception was B = 0.0883, 95% CI [0.0414, 0.1489] and that via academic emotion regulation was B = 0.0724, 95% CI [0.0256, 0.1316]. In addition, a significant sequential mediation effect was identified in both mediators—writing feedback perception and academic emotion regulation—(B = 0.0215, 95% CI [0.0044, 0.0435]). The total indirect effect was B = 0.1822, 95% CI [0.1069, 0.2686], supporting a robust mediating mechanism. These findings highlight the psychological and emotional pathways through which a growth mindset facilitates writing development. Implications for writing pedagogy include the integration of feedback literacy and emotion regulation training to support learners’ self-regulated writing in higher education contexts. |
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| ISSN: | 2227-7102 |