@article{teng_questionnaire-based_2016,
	title = {A {Questionnaire}-{Based} {Validation} of {Multidimensional} {Models} of {Self}-{Regulated} {Learning} {Strategies}},
	volume = {100},
	issn = {1540-4781},
	url = {http://onlinelibrary.wiley.com/doi/10.1111/modl.12339/abstract},
	doi = {10.1111/modl.12339},
	abstract = {This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9-factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self-regulation, as a higher order construct, accounted for the correlations of the 9 lower-order writing strategies, pertaining to cognitive, metacognitive, social–behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed.},
	language = {en},
	number = {3},
	urldate = {2017-12-04},
	journal = {The Modern Language Journal},
	author = {Teng, Lin Sophie and Zhang, Lawrence Jun},
	month = sep,
	year = {2016},
	keywords = {Chinese university learners, language learning strategies (LLSs), multidimensional models of SRL, questionnaire validation, self-regulated learning (SRL), writing strategies for SRL},
	pages = {674--701},
}

{"_id":"f68pySWnQsYfCJuSn","bibbaseid":"teng-zhang-aquestionnairebasedvalidationofmultidimensionalmodelsofselfregulatedlearningstrategies-2016","author_short":["Teng, L. S.","Zhang, L. J."],"bibdata":{"bibtype":"article","type":"article","title":"A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies","volume":"100","issn":"1540-4781","url":"http://onlinelibrary.wiley.com/doi/10.1111/modl.12339/abstract","doi":"10.1111/modl.12339","abstract":"This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9-factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self-regulation, as a higher order construct, accounted for the correlations of the 9 lower-order writing strategies, pertaining to cognitive, metacognitive, social–behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed.","language":"en","number":"3","urldate":"2017-12-04","journal":"The Modern Language Journal","author":[{"propositions":[],"lastnames":["Teng"],"firstnames":["Lin","Sophie"],"suffixes":[]},{"propositions":[],"lastnames":["Zhang"],"firstnames":["Lawrence","Jun"],"suffixes":[]}],"month":"September","year":"2016","keywords":"Chinese university learners, language learning strategies (LLSs), multidimensional models of SRL, questionnaire validation, self-regulated learning (SRL), writing strategies for SRL","pages":"674–701","bibtex":"@article{teng_questionnaire-based_2016,\n\ttitle = {A {Questionnaire}-{Based} {Validation} of {Multidimensional} {Models} of {Self}-{Regulated} {Learning} {Strategies}},\n\tvolume = {100},\n\tissn = {1540-4781},\n\turl = {http://onlinelibrary.wiley.com/doi/10.1111/modl.12339/abstract},\n\tdoi = {10.1111/modl.12339},\n\tabstract = {This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9-factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self-regulation, as a higher order construct, accounted for the correlations of the 9 lower-order writing strategies, pertaining to cognitive, metacognitive, social–behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2017-12-04},\n\tjournal = {The Modern Language Journal},\n\tauthor = {Teng, Lin Sophie and Zhang, Lawrence Jun},\n\tmonth = sep,\n\tyear = {2016},\n\tkeywords = {Chinese university learners, language learning strategies (LLSs), multidimensional models of SRL, questionnaire validation, self-regulated learning (SRL), writing strategies for SRL},\n\tpages = {674--701},\n}\n\n\n\n","author_short":["Teng, L. S.","Zhang, L. 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