Examining the relationship between motivational regulation strategies, social behavior strategies, and writing proficiency in second language learning context: a longitudinal mediation analysis study

This study examined the temporal associations among motivational regulation strategies, social behaviour strategies, and writing proficiency in Chinese ESL university students. Drawing on existing literature, we proposed a mediation model and tested it using empirical data. Employing cross-lagged panel modelling and longitudinal mediation analysis across three time points, we collected data through questionnaires and argumentative writing tasks. Results showed that motivational regulation strategies at Time 1 directly influenced writing proficiency at Time 3. Additionally, social behaviour strategies at Time 2 directly impacted writing proficiency at Time 3 and mediated the relationship between motivational regulation strategies at Time 1 and writing proficiency at Time 3, highlighting their cumulative effects on writing proficiency. A time-reversed model analysis confirmed the robustness of these findings. The study discusses theoretical and pedagogical implications and acknowledges its limitations.