Laura Mendoza
Biographic Data
| ID | 5677385 |
|---|---|
| NAME | Laura Mendoza |
| GIVEN NAMES | Laura |
| FAMILY NAME | Mendoza |
| SIGNATURE | MENDOZA L |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-8070-5507 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How agentic engagement relates to basic psychological needs and teachers’ motivating styles: Comparing Lote and English writing contexts
This explanatory sequential mixed-method study examines the relationships among agentic engagement (AE), basic psychological needs (BPN), and teachers’ motivating styles in languages other than English (LOTE) and English writing contexts. It then compares these relationships across contexts and explores factors underlying the observed similarities and differences. A total of 686 Chinese LOTE undergraduates (Japanese majors in this study) complete…
Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing
Self-efficacy plays a central role in L2 academic writing. However, limited attention has been paid to how technology-related factors and emotions jointly shape learners' self-efficacy in L2 academic writing. Drawing on control-value theory and self-efficacy theory, this study investigates the relationships among large language model (LLM) acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing. A total of 643 Chinese EFL graduat…
Understanding master’s thesis writers in a Finnish EMI context: Writing conceptions, apprehension about grammar, self-efficacy for thesis writing and thesis grade
English as a Medium of Instruction (EMI) results in an increasing number of students writing their master’s theses in English as a second language (L2). The thesis process is challenging for many students, and academic writing in L2 English could add to these challenges. However, in EMI contexts, little is known about students’ writing and language-related conceptions and their relationship with writing success. Hence, this study investigates var…
Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing
This qualitative study analyzes first-year university students’ conceptions of their second language (L2) self-concept and self-efficacy for academic writing in English. The data consist of learning journals (N = 74), collected at a Finnish university in an English as a medium of instruction (EMI) context. L2 self-concept descriptions included positive, mixed, and negative ends of the continuum as well as stories of change. These descriptions enc…
Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing
This qualitative study analyzes first-year university students’ conceptions of their second language (L2) self-concept and self-efficacy for academic writing in English. The data consist of learning journals (N = 74), collected at a Finnish university in an English as a medium of instruction (EMI) context. L2 self-concept descriptions included positive, mixed, and negative ends of the continuum as well as stories of change. These descriptions enc…
Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing
This qualitative study analyzes first-year university students’ conceptions of their second language (L2) self-concept and self-efficacy for academic writing in English. The data consist of learning journals (N = 74), collected at a Finnish university in an English as a medium of instruction (EMI) context. L2 self-concept descriptions included positive, mixed, and negative ends of the continuum as well as stories of change. These descriptions enc…
Understanding master’s thesis writers in a Finnish EMI context: Writing conceptions, apprehension about grammar, self-efficacy for thesis writing and thesis grade
English as a Medium of Instruction (EMI) results in an increasing number of students writing their master’s theses in English as a second language (L2). The thesis process is challenging for many students, and academic writing in L2 English could add to these challenges. However, in EMI contexts, little is known about students’ writing and language-related conceptions and their relationship with writing success. Hence, this study investigates var…
How agentic engagement relates to basic psychological needs and teachers’ motivating styles: Comparing Lote and English writing contexts
This explanatory sequential mixed-method study examines the relationships among agentic engagement (AE), basic psychological needs (BPN), and teachers’ motivating styles in languages other than English (LOTE) and English writing contexts. It then compares these relationships across contexts and explores factors underlying the observed similarities and differences. A total of 686 Chinese LOTE undergraduates (Japanese majors in this study) complete…
Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing
Self-efficacy plays a central role in L2 academic writing. However, limited attention has been paid to how technology-related factors and emotions jointly shape learners' self-efficacy in L2 academic writing. Drawing on control-value theory and self-efficacy theory, this study investigates the relationships among large language model (LLM) acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing. A total of 643 Chinese EFL graduat…
EFL/ESL Teaching and Learning (4 works) · Academic writing (3 works) · Context (archaeology (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Psychology (2 works) · Second language (2 works) · Second Language Learning and Teaching (2 works) · Second language writing (2 works) · Writing and Handwriting Education (2 works)