The Interplay of Mindset, Feedback Perception, and Academic Emotion Regulation in Undergraduates’ Self-Regulated Writing Ability
This cross-sectional study investigated the interconnected roles of university students’ mindsets (growth and fixed), perceptions of writing feedback, and academic emotion regulation in shaping self-regulated writing ability. Data were collected from 313 undergraduate students in South Korea. A seri...
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MDPI AG
2025-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/7/804 |
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| author | Soonhee Hwang |
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| description | This cross-sectional study investigated the interconnected roles of university students’ mindsets (growth and fixed), perceptions of writing feedback, and academic emotion regulation in shaping self-regulated writing ability. Data were collected from 313 undergraduate students in South Korea. A serial mediation analysis was conducted using the PROCESS macro (Model 6). The results indicated that the indirect effect of a growth mindset on self-regulated writing ability via writing feedback perception was B = 0.0883, 95% CI [0.0414, 0.1489] and that via academic emotion regulation was B = 0.0724, 95% CI [0.0256, 0.1316]. In addition, a significant sequential mediation effect was identified in both mediators—writing feedback perception and academic emotion regulation—(B = 0.0215, 95% CI [0.0044, 0.0435]). The total indirect effect was B = 0.1822, 95% CI [0.1069, 0.2686], supporting a robust mediating mechanism. These findings highlight the psychological and emotional pathways through which a growth mindset facilitates writing development. Implications for writing pedagogy include the integration of feedback literacy and emotion regulation training to support learners’ self-regulated writing in higher education contexts. |
| format | Article |
| id | doaj-art-dd12c4557ee44694a5aaa2d5a599398a |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-06-01 |
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| spelling | doaj-art-dd12c4557ee44694a5aaa2d5a599398a2025-08-20T03:58:26ZengMDPI AGEducation Sciences2227-71022025-06-0115780410.3390/educsci15070804The Interplay of Mindset, Feedback Perception, and Academic Emotion Regulation in Undergraduates’ Self-Regulated Writing AbilitySoonhee Hwang0Department of Liberal Arts & Science, Hongik University, Sejong-ro, Jochiwon-eup, Sejong-si 2639, Republic of KoreaThis cross-sectional study investigated the interconnected roles of university students’ mindsets (growth and fixed), perceptions of writing feedback, and academic emotion regulation in shaping self-regulated writing ability. Data were collected from 313 undergraduate students in South Korea. A serial mediation analysis was conducted using the PROCESS macro (Model 6). The results indicated that the indirect effect of a growth mindset on self-regulated writing ability via writing feedback perception was B = 0.0883, 95% CI [0.0414, 0.1489] and that via academic emotion regulation was B = 0.0724, 95% CI [0.0256, 0.1316]. In addition, a significant sequential mediation effect was identified in both mediators—writing feedback perception and academic emotion regulation—(B = 0.0215, 95% CI [0.0044, 0.0435]). The total indirect effect was B = 0.1822, 95% CI [0.1069, 0.2686], supporting a robust mediating mechanism. These findings highlight the psychological and emotional pathways through which a growth mindset facilitates writing development. Implications for writing pedagogy include the integration of feedback literacy and emotion regulation training to support learners’ self-regulated writing in higher education contexts.https://www.mdpi.com/2227-7102/15/7/804mindsetsgrowth mindsetwriting feedback perceptionacademic emotion regulationself-regulated writing abilityundergraduates |
| spellingShingle | Soonhee Hwang The Interplay of Mindset, Feedback Perception, and Academic Emotion Regulation in Undergraduates’ Self-Regulated Writing Ability Education Sciences mindsets growth mindset writing feedback perception academic emotion regulation self-regulated writing ability undergraduates |
| title | The Interplay of Mindset, Feedback Perception, and Academic Emotion Regulation in Undergraduates’ Self-Regulated Writing Ability |
| title_full | The Interplay of Mindset, Feedback Perception, and Academic Emotion Regulation in Undergraduates’ Self-Regulated Writing Ability |
| title_fullStr | The Interplay of Mindset, Feedback Perception, and Academic Emotion Regulation in Undergraduates’ Self-Regulated Writing Ability |
| title_full_unstemmed | The Interplay of Mindset, Feedback Perception, and Academic Emotion Regulation in Undergraduates’ Self-Regulated Writing Ability |
| title_short | The Interplay of Mindset, Feedback Perception, and Academic Emotion Regulation in Undergraduates’ Self-Regulated Writing Ability |
| title_sort | interplay of mindset feedback perception and academic emotion regulation in undergraduates self regulated writing ability |
| topic | mindsets growth mindset writing feedback perception academic emotion regulation self-regulated writing ability undergraduates |
| url | https://www.mdpi.com/2227-7102/15/7/804 |
| work_keys_str_mv | AT soonheehwang theinterplayofmindsetfeedbackperceptionandacademicemotionregulationinundergraduatesselfregulatedwritingability AT soonheehwang interplayofmindsetfeedbackperceptionandacademicemotionregulationinundergraduatesselfregulatedwritingability |