Metacogntitve Awareness, Affective Disposition and Social Learning Environment: A Structural Equational Model in Academic Writing Motivation among Learners
DOI:
https://doi.org/10.54536/jnll.v3i1.5430Keywords:
Academic Writing Motivation, Affective Disposition, Metacognitive Awareness, Social Learning Environment, Structural Equational ModelAbstract
The study aimed to determine the most appropriate model for students’ academic motivation in writing using structural equation modeling (SEM). Through this, the relationship between academic motivation in writing and students’ metacognitive awareness, affective disposition, and social learning environment was clarified. The study was conducted using a quantitative causal method, and data was collected from 412 students from public secondary schools in Region XII using stratified random sampling. By using statistical tools such as Mean, Pearson r-correlation, and Multiple Regression, it was found that students had high levels of metacognitive awareness and affective disposition. The social learning environment and academic motivation in writing were found to be at very high levels. It was also shown that the three mentioned indicators had a strong relationship with students’ academic writing. “Model 3” was identified as the most appropriate model for academic motivation in writing among students. This implies that the three variables are important in enhancing academic motivation in writing. The remaining indicators for metacognitive awareness include awareness of necessary resources for problem-solving, awareness of alternative solutions, awareness of speed/time in responding, awareness of personal abilities, and awareness of interaction through self-monitoring. The remaining indicators for affective disposition are perception and attitude. Meanwhile, the remaining indicators for the social learning environment include the support and respect provided by the teacher. Most importantly, the remaining indicators for the endogenous variable are skill attainment goals and self-efficacy in citing sources.
References
Abadikhah, S., Aliyan, Z., & others. (2018). EFL students’ attitude towards self-regulated learning strategies in academic writing. The International Education Journal: Comparative Perspectives, 4(0), 1–17. Retrieved November 14, 2022, from https://www.iier.org.au/iier28-/abadikhah-abs.html
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192
Alahmad, M. (2020). Strengths and weaknesses of cognitive theory (pp. 1584–1593).
Alghonaim, A. S. (2020). Impact of related activities on reading comprehension of EFL students (pp. 1916–4750).
Al-Jarrah, J. M., Al-Jarrah, T. M., Mansor, N., & Talafhah, R. (2019). A review of research into metacognitive strategies in the process of education: Teaching and learning of English skills. Retrieved from https://www.researchgate.net/publication/330901482
Almonia, A., & Oliva, E. (2023). The classroom environment’s mediating effect on the relationship between teacher creativity and stability of student. European Journal of Education Studies, 11(1). https://doi.org/10.46827/ejes.v11i1.5147
Arani, J. (2018). Advancing academic writing in a mobile Skype-based blended model (pp. 86–99). Retrieved November 10, 2022, from https://core.ac.uk/download/pdf/196580361.pdf
Arifin, R. B., Wahab, N. B. A., Mat The, K. S., Otman, S., & Shahril, O. (2018). Influence of social environment on students’ behavior. International Journal of Academic Research in Business and Social Sciences. https://dx.doi.org/10.6007/IJARBSS/V8-i7/4520(https://dx.doi.org/10.6007/IJARBSS/V8-i7/4520)
Arnold, H. W. (2017). Improving the writing skills of English learners: An impact on student learning analysis. Retrieved from https://research.avondale.edu.au/teach
Astika, G. G. (2022). Analytical assessments of foreign students’ writing. 2. Retrieved November 10, 2022, from https://journals.sagepub.com/doi/abs/10.1177/003368829302400104
Bai, B., & Gua, W. (2019). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research. Retrieved November 18, 2022, from https://journals.sagepub.com/doi/abs/10.1177/1362168819859921
Beran, T. N., & Violato, C. (2010). Structural equation modeling in medical research: a primer. BMC research notes, 3, 267. https://doi.org/10.1186/1756-0500-3-267
Bernick, S. (2023). Academic writing in teaching research integrity. Retrieved from https://shorturl.at/0bQJu
Bianco, M. L. (2024). A causal-comparative study of the writing motivational constructs of students with and without attention. Retrieved from https://tinyurl.com/3pd8dnh4
Blankenstein, F. M., Saab, N., Van Der Rijst, R. M., Bakker, M. S., & Broek, P. (2019). How do self-efficacy beliefs for academic writing and research develop during an undergraduate research project? Educational Studies, 45(2), 209–225. https://doi.org/10.1080/03055698.2018.1446326
Cabigao, Joey. (2014). Improving Pupils’ Academic Performance Through Strengthened School-Home Partnership.
Camacho, A., Alves-Wold, A., Viana, F. L., & Limpo, T. (2020). Writing motivation in school: A systematic review of empirical research in the early twenty-first century. Educational Psychology Review. Retrieved June 2024, from https://link.springer.com/article/10.1007/s10648-020-09530-4
Cini, A. (2023). How multiple levels of metacognitive awareness operate in collaborative problem-solving? Retrieved from https://rb.gy/wbrh5x
Cordero, T., Limpo, T., & Alves-Wold, A. (2023). Writing motivation and ability profiles and transition during a technology-based writing intervention. Frontiers in Psychology, 14, 1196274. https://doi.org/10.3389/fpsyg.2023.1196274
Coronado, M. A., & Fortaleza, M. (2022). Kaligirang sosyal na pagkatuto at kakayahan sa pagsulat ng mga mag-aaral sa senior high school sa panahon ng pandemya. PPRD Region 12.
Crox-Magno, N. (2018). Metacognitive reading strategy and emerging reading comprehension in students with intellectual disabilities (Doctoral dissertation, Walden University). Walden Dissertations and Doctoral Studies. https://scholarworks.waldenu.edu/dissertations
David, S. (2020). Enhancing the academic writing abilities of first-year Bachelor of Education students in blended learning environment.
De Laza, C. S. (2019). Pagbasa at pagsusuri ng iba’t ibang teksto tungo sa pananaliksik. Rex Bookstore.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Deledda, G. (2024). The impact of social emotional learning on high school students in a partnered learning environment.
Erkan, C. (2017). The instruction of writing strategies: The effect of the metacognitive strategy on the writing skills of pupils in secondary education. SAGE Open, 9(2). https://doi.org/10.1177/215824401984268
Falfado, R. E. (n.d.). Quantitative research. Lorimar Publishing Inc.
Giana, D. (2024). The impact of social emotional learning on high school students in a partnered learning environment. Retrieved from https://rb.gy/1fdfxw
Gizzard, M., et al. (2023). A comprehensive experimental test of the affective disposition theory of drama. Journal of Communication. https://doi.org/10.1093/joc/jqac053
Goctu, R. (2017). Metacognitive strategies in academic writing.
Graham, S. (2020). The effects of writing on learning science, social studies, and mathematics: A meta-analysis. https://doi.org/10.177/20001839221994049
Hafizoglu, A. (2024). The role of students’ motivation in the relationship between perceived learning environment and academic performance in science: A mediation analysis. Science Education International, 30(4). https://doi.org/10.338281/sei.v30.i4.2024
Hannah, R. (2013). The effect of classroom environment on student learning (Honors thesis, Western Michigan University). https://scholarworks.wmich.edu/honors_theses
Horverack, M. O., & Haugen, T. (2016). English writing instruction questionnaire: The development of a questionnaire concerning English writing instruction, writing skills, and feedback practices. https://www.researchgate.net/publication/301694613
Huber, S. A. (2017). Individual student learning disposition – Teacher and student perspectives on incoherences and their development (Thesis, Technische Universität München).
Huck, C., & Zhang, J. (2021). Effects of the COVID-19 pandemic on K-12 education: A systematic literature review (pp. 53–84). Retrieved November 15, 2022. EJ1308731.pdf
Hueil, L., Yunus, M. (2021). Strategy to improve English vocabulary achievement during COVID-19 epidemic: Does Quizizz help? (pp. 135–141).. https://files.eric.ed.gov/fulltext/EJ1300463.pdf
Hussain, R. A. M. (2019). An analysis of undergraduate Saudi EFL female students’ errors in written English essays. King Khalid University. https://dx.doi.org/10.24093/awej/ef11.17
Ifenthaler, D., & Schumacher, C. (2023). Social anxiety in digital learning environments: An international perspective and call to action. ERIC. https://rb.gy/brkq1f
Iftanti, E. (2016). Improving students’ writing skills through writing journal articles. Lingua Scientia, 8(1).
Irawan, A., & Padmadiwi, N. (2018). Instructional materials development through 4D model. Lingua Scientia, 4(0), 58.
Jiang, Y. (2021). Sustaining meaningful work in crisis: Adopting and conveying a situational purpose. https://doi.org/10.1177/
Johnson, S., & Wishgoll, A. (n.d.). Writing skills. Educators Publishing Service.
Kallio, H., Kallio, M., Virta, K., Iiskala, T., & Hotulainen, R. (2020). Teachers’ support for learners’ metacognitive awareness. Scandinavian Journal of Educational Research, 65(1), 1–17. https://doi.org/10.1080/00313831.2020.1755358
Kalyaalp, F., & Meral, E. (2021). An analysis of the effect of writing-to-learn activities regarding students’ academic achievement and self-regulation skills in writing. Lingua Scientia, 324–348. Available: EJC1308707(1).pdf
Kaya, O. N., & Ebenezer, J. (2007). High school students’ affective dispositions in science: Scientific inquiry with information technologies. Wayne State University, College of Education, Department of Science Education. https://eric.ed.gov/?id=ED500737
Khan, A., Egbue, O., Palkie, B., & Madden, J. (2018). Active learning: Engaging students to maximize learning in an online course. The International Journal of Technology in Education and Science (IJTES), 4(0), 107–115. https://files.eric.ed.gov/fulltext/EJ1141876.pdf
Khoirunnisa, K. (2018). Reading habits and its effect on academic writing skill: A study of master degree students. Lingua Scientia, 4(0), 43. https://www.researchgate.net/publication/33021234
Lamorte, W. (2022). Social cognitive theory. Boston University School of Public Health. https://sphweb.bumc.bu.edu/otit/mph-modules/sb/behavioralcangethoeries.html
Ling, G. (2021). Writing motivation: A validity study of self-judgement and performance. Assessing Writing, 47, Article 100509. https://doi.org/10.1016/j.asw.2020.100509
Mentz, E. M., & Bailey, R. (2020). Self-directed learning research and its impact on educational practice. Lingua Scientia, 4(0), 32. https://files.eric.ed.gov/9781928523451.pdf
Miralles, T., & Nesperos, J. (2022). Classroom learning environment and student writing strategy as predictors of reading competence of senior high school students. European Journal of Foreign Language Teaching, 6(3). https://doi.org/10.46827/ejfl.v6i3.4447
Misa, R. M. (2021). Kakayahan sa pragmatikong Filipino ng mga mag-aaral ng Grade 9 Laboratory High School ng President Ramon Magsaysay State University. Asian Journal of Humanities and Social Studies.
Monteiro, V., Marques-Pinto, A., Sanches, M., & Correia, T. (2021). Creating a supportive classroom environment through effective feedback: Effects on students’ school identification and behavioral engagement. Frontiers in Education, 6, Article 661736. https://doi.org/10.3389/feduc.2021.661736
Muhlhoff, R. (2018). Affective disposition. In J. Slaby & C. von Scheve (Eds.), Affective societies (Forthcoming).
Mukarromah, L. J. (n.d.). Improving the students’ writing skill through Canva application.
Nabavi, R. T. (2012). Bandura’s social learning theory and social cognitive learning theory. Retrieved from https://www.researchgate.net/publication/267750204
Nabiryo, N., & Sekiziyivu, S. (2020). The influence of peer interaction on students’ mastery of writing. Education Quarterly Reviews, 3. https://doi.org/10.31014/aior.1993.03.01.120
Naoua, M. (2016). The role of metacognitive strategies in the creation of discourse. Retrieved from https://www.researchgate.net/publication/318281825
Nee, C. C., Yunus, M. M., & Suliman, A. (2019). ICT: An effective platform to promote writing skills among Chinese primary school pupils. Arab World English Journal, 10(4). https://doi.org/10.24093/awej/vol1004.17
Nguyen, X. K., Tran, T. Q., Hoang, H. T., & Doan, T. H. (2023). Relationship between metacognitive awareness of undergraduate students and students’ academic performance at Vietnam Military Medical University. Advances in Medical Education and Practice, 14, 409–418. https://doi.org/10.2147/AMEP.s412912
Özçakmak, H., Köroğlu, M., Korkmaz, C., & Bolat, Y. (2021). The effect of metacognitive awareness on academic success. African Educational Research Journal, 9. https://doi.org/10.30918/AERJ.92.21.020
Pablo, J. C. I., & Lasaten, R. C. S. (2018). Writing difficulties and quality of academic essays of senior high school students. Asia Pacific Journal of Multidisciplinary Research, 46–57.
Patrick, H., & Ryan, A. (2003). Identifying adaptive classrooms: Analyses of measures of dimensions of the classroom social environment. University of Illinois, Urbana-Champaign.
Payne, A. R. (2007). Development of the academic writing motivation questionnaire. University of Georgia. https://getd.libs.uga.edu/pdfs/payne_ashley_r_201212_mo.pdf
Premachandran, S. J. (2016). A study on the metacognitive awareness of secondary school students. Universal Journal of Educational Research, 165–172. http://www.hrpub.org
Ramadhanti, D., Rahayu, S., & Hidayat, A. (n.d.). Students’ metacognitive awareness and its impact on writing skills. Indonesian Journal of Learning and Instruction, 5(3). https://doi.org/10.26858/ijole.v5i3.18978
Raspopovic, M., Cvetanovic, S., Medan, I., & Ljubojevic, D. (2017). The effect of integrating social learning environment with online learning. Belgrade Metropolitan University, Serbia.
Reyes, V. T. (2019). Self-learning techniques to contribute to the learning of the English language of the students. Retrieved from https://files.eric.ed.gov/fulltext/ED595374.pdf
Rosyada, A., & Sundari, H. (2021). Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application. Lingua Scientia, 710–725. https://www.researchgate.net/publication/351322627
Rowell, L., & Hong, E. (2013). Academic motivation: Concepts, strategies, and counseling approaches. Professional School Counseling, 16(3), 158–171. https://doi.org/10.5330/PSC.n.2013-16.15
Saija, L. M. (2019). Undergraduate students’ motivation and self-regulated learning in learning statistics: Female vs male. Journal of Physics: Conference Series, 1320(1). https://doi.org/10.1088/1742-6596/1320/1/012104
Salmons, J. (2023). Quantitative research with non-experimental designs. Retrieved from https://researchmethodology.sagepub.com/blog/quantitative-research-with-non-experemintal-design
Sharma, A. (2017). Classroom environment: An analytical review of the related literature. International Journal of Innovative Research in Science, Engineering and Technology.
Sharma, S. (2016). Teacher support as determinant of academic achievement. The Journal of Educational Research. Retrieved from https://www.researchgate.net/publication/316352057
Simpson, T. (2016). The impact of a new teacher support system on teacher efficacy (Unpublished doctoral dissertation). Walden University.
Sinaga, B., Sitanggang, I. S., & Lubis, A. (2023). The influence of students’ problem-solving understanding and results of students’ mathematics learning. Frontiers in Education. https://doi.org/10.3389/feduc.2023.1088556
Song, J., Loyal, S., & Lond, B. (2021). Metacognitive Awareness Scale, Domain Specific (MCAS-DS): Assessing metacognitive awareness during Raven’s Progressive Matrices. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.607577
Sulisworo, D., & Rayu, T., et al. (2018). The students’ academic writing skill after implementing blended learning using Facebook. Retrieved from https://www.researchgate.net/publication/324940574
Taylan, D. R. (2016). Komunikasyon at pananaliksik sa wika at kulturang Pilipino. Rex Bookstore.
Tipon, F. K., Villanueva, A., Baluyot, M. K., Lloyd, K., Juan, K. L. M., Cruz, N., & Tus, J. (2021). The self-efficacy and its relationship on the academic motivation to the senior high school students from public schools amidst the new normal education in the Philippines. International Journal of Advance Research and Innovative Ideas in Education, 7. https://doi.org/10.6084/m9.figshare.14813397.v2
Tubaon, M., & Palma, R. (2022). Active reading style, student vocabulary learning strategies and self-regulated learning: A structural model equation on academic writing motivation and self-regulation. Asian Journal of Education and Social Studies, 53–63. https://doi.org/10.9734/ajess/2022/v36i4790
Türkben, T. (2021). The effect of self-regulated strategy education on the writing skills of middle school students. Retrieved from https://files.eric.ed.gov
Vassilica, J. (2009). Towards learning environment. Retrieved from https://www.researchgate.net/publication/224374467
Wang, W. (2024). Research on the impact of the socio-educational environment on academic performance of college students: The mediating role of study motivation. Frontiers in Psychology. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10797049/
Wilby, J. (2020). Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study.
Xia, T. (2023). Effects of academic expectations stress on academic achievements. Lecture Notes in Education Psychology and Public Media, 13, 153–159. https://doi.org/10.54254/2753-7048/13/20230872
York, K. B. (2018). A causal comparative study on the effect of proficiency-based education on school climate (Unpublished doctoral dissertation). Liberty University.
Yuce, E., & Atac, B. A. (2019). Peer editing as a way of developing ELT students’ writing skills: An action research. Journal of Language and Linguistics Studies, 1226–1235.
Zeng, X. (2018). A study on the improvement of English writing competence for college students. Journal of Language Teaching and Research, 1344–1348. https://doi.org/10.17507/jltr.0906
Zhang, M. (2022). Learner’s perceived advantage on social-affective disposition toward online peer feedback in academic writing. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.973478
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Maria Amihan Coronado, Reita C. Palma
This work is licensed under a Creative Commons Attribution 4.0 International License.
