Exploring Academic Writing Competence through Four Emerging Constructs

Digital Self-efficacy, Genre Awareness, Collaborative Writing, and Reflective Revision in Indonesian Contexts

Datos Bibliográficos

ID22006282
AutoresAndi Hamsiah (0000-0002-1877-2602, Universitas Bosowa, autor de correspondencia), Muh Bakri (Universitas Bosowa), Mas’ud Muhammadiah (0000-0002-4358-9607, Universitas Bosowa), Andi Rizal (0009-0003-9729-0066, Universitas Bosowa), Arisa Darwis (0000-0002-6303-0114, Universitas Fajar), Agung Rinaldy Malik (0000-0002-2794-5536, Universitas Negeri Makassar, Indonesia), A Jihan Rahmadani Malik (State University of Makassar)
Año2026
Volumen16
Número1
Fecha de publicación2026-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSAGE Open (JOURNAL)
Identificadores de la revistaISSN: 2158-2440 • E-ISSN: 2158-2440
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440261423575
OpenAlexW7130519776
IdiomaEN
Referencias citadas88

This study develops and tests an integrative model of academic writing competence, examining the sequential interplay among Digital self-efficacy (DSE), genre awareness (GA), collaborative writing (CW), and reflective revision (RR) in Indonesian higher education. Data were collected from 750 university students and analyzed using Structural Equation Modeling with SmartPLS. The model explains 79.4% of the variance in GA, 78.1% in CW, and 77.5% in RR, indicating substantial predictive power. DSE significantly predicts GA (β = .041, f 2 = .02) and CW (β = .018, f 2 = .01), GA significantly predicts CW (β = .033, f 2 = .04), and CW significantly predicts RR (β = .039, f 2 = .05). Mediation analyses show that GA and CW sequentially transmit the effects of DSE on RR (β = .027, f 2 = .03), highlighting the cumulative and interconnected contributions of cognitive, social, and reflective dimensions. These findings provide evidence-based guidance for designing instructional strategies that integrate digital literacy, genre awareness, and collaborative practices to enhance academic writing performance. Future research should explore longitudinal or multi-method designs to validate and extend the model across diverse educational contexts

Academic writing · Collaborative writing · Indonesian · Longitudinal study · Mediation · Structural equation modeling · Discourse Analysis in Language Studies · Second Language Learning and Teaching · Writing and Handwriting Education