ISSN: 2222-6990
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Academic writing requires students not only to possess writing knowledge but also to regulate how they approach and manage the writing process. This study examined undergraduate students’ writing motivation, writing strategy use, and the relationship between these constructs through the theoretical lens of Self-Regulated Learning (SRL). A quantitative cross-sectional design was employed involving 111 undergraduate students from Universiti Teknologi MARA (UiTM), selected through convenience sampling. Data were collected using a structured questionnaire measuring writing motivation through self-efficacy and task value and writing strategy use through metacognitive, effort-regulation, cognitive, social, and affective strategies. Descriptive statistics and Pearson’s product-moment correlation were used to analyze the data. The findings showed that students generally endorsed statements reflecting writing self-efficacy and task value and reported using strategies across all five dimensions of writing strategy use. Most importantly, writing motivation demonstrated a strong, positive, and statistically significant relationship with overall writing strategy use (r = .811, p < .001). The findings indicate that students who reported greater writing motivation also tended to report greater engagement with writing strategies. Viewed through SRL, the results highlight the interconnected motivational and strategic dimensions of undergraduate academic writing. The study suggests that writing instruction should extend beyond writing knowledge and conventions to support students in planning, monitoring, sustaining effort, seeking assistance, managing affect, and recognizing the value of writing. The findings are limited by the cross-sectional, convenience-sampling, and self-report design and do not establish causal relationships or writing performance outcomes.
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