Self-regulated writing and academic well-being in middle school
Sequential Bayesian structural equation modelling of writing motivation and cognitive flexibility across gender
Bibliographic Data
| ID | 22417112 |
|---|---|
| Authors | Serkan Aslan (0000-0002-5834-5074, Süleyman Demirel University, corresponding author) |
| Year | 2026 |
| Publication date | 2026-04-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading and Writing (JOURNAL) |
| Journal identifiers | ISSN: 0922-4777 • E-ISSN: 1573-0905 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11145-026-10827-z |
| OpenAlex | W7155401314 |
| Language | EN |
| References cited | 71 |
Writing places substantial self-regulatory, motivational, and cognitive demands on adolescents, yet less is known about how self-regulation-based writing strategies (SRWS) are associated with academic well-being (AWB) and through which proximal resources this association may operate. This cross-sectional study tested a gender-moderated serial mediation model in 658 Grade 7–8 students (334 girls) from socio-economically diverse schools. Bayesian structural equation modelling with Markov chain Monte Carlo estimation was used, and parameters were interpreted using 95% credibility intervals. SRWS was positively associated with writing motivation (SRWS → WM, β = 0.57) and cognitive flexibility (SRWS → CF, β = 0.49), and writing motivation was positively associated with cognitive flexibility (WM → CF, β = 0.21). Academic well-being was positively associated with cognitive flexibility (CF → AWB, β = 0.34) and SRWS (SRWS → AWB, β = 0.34), whereas the unique WM → AWB path was not credibly different from zero. The indirect effects SRWS → CF → AWB and SRWS → WM → CF → AWB were credible in both gender groups. A small negative SRWS × gender interaction in the AWB equation indicated that the SRWS–AWB association was weaker for boys than for girls. The model explained 36% of the variance in writing motivation, 37% in cognitive flexibility, and 31% in academic well-being. Overall, the findings are consistent with the view that SRWS is linked to academic well-being primarily through cognitive flexibility, with writing motivation contributing indirectly through its positive association with cognitive flexibility.
Bayesian probability · Cognition · Cognitive flexibility · Credibility · Mediation · Psycholinguistics · Structural equation modeling · Grit, Self-Efficacy, and Motivation · Mental Health via Writing · Writing and Handwriting Education
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| Highly cited | No |
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