Can Well-Being Translate into Better Writing? A Chain Mediation Model of the Impact of Subjective Well-Being on L2 Writing Achievement
Bibliographic Data
| ID | 22422280 |
|---|---|
| Authors | Zhongwei Shan (0009-0001-2839-5169, Shandong University, corresponding author) |
| Year | 2026 |
| Publication date | 2026-06-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Teaching Research (JOURNAL) |
| Journal identifiers | ISSN: 1362-1688 • E-ISSN: 1477-0954 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/13621688261451480 |
| OpenAlex | W7165791727 |
| Language | EN |
| References cited | 45 |
This study investigates the relationship between subjective well-being (SWB) and second language (L2) writing achievement (WA), focusing on the sequential mediating roles of L2 writing enjoyment (L2WE) and L2 writing self-efficacy (L2WS). A sample of Chinese university EFL learners ( n = 322) participated in a survey measuring SWB, L2WE, L2WS, and L2WA. Structural equation modeling (SEM) was employed to test the hypothesized chain mediation model. Results revealed that SWB was positively associated with both L2WE and L2WS, which in turn significantly predicted L2WA. Although the direct effect of SWB on L2WA was non-significant, the total indirect effect via L2WE and L2WS was significant. Specifically, L2WE mediated the link between SWB and L2WA, L2WS mediated the link between SWB and L2WA, and a sequential mediation pathway (SWB → L2WE → L2WS → L2WA) was also supported. These findings highlight the crucial role of positive psychological factors in L2 writing and suggest that enhancing learners’ well-being and writing-related affective experiences may foster improved writing performance.
Causal chain · Language proficiency · Mediation · Structural equation modeling · Subjective well-being · Grit, Self-Efficacy, and Motivation · Mental Health via Writing · Writing and Handwriting Education
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| Citation velocity | historical |
|---|---|
| Highly cited | No |