Profiles of Chinese graduate students’ English writing self-efficacy: Associations with writing self-regulated learning strategies, writing performance, and demographic features

Previous research has highlighted the pivotal role of self-efficacy in English writing proficiency among various cultures and educational levels. In higher education, particularly at the graduate level, writing proficiency is crucial for academic success and professional development. Therefore, it is essential to understand factors that influence writing proficiency, such as self-efficacy and self-regulated learning (SRL) strategies. However, there is a gap in research on how distinct profiles of a combination of self-efficacy in writing and self-efficacy in self-regulation among graduate students correlate with the use of SRL strategies, writing performance, and demographic features. To fill this gap, we examined the English writing self-efficacy profiles among 1,308 Chinese graduate students and explored how these profiles are associated with writing SRL strategies, writing proficiency, and demographic features. Four distinct profiles emerged: (1) Inefficacious in writing and self-regulation; (2) inefficacious in writing but efficacious in self-regulation; (3) Efficacious in writing but inefficacious in self-regulation; and (4) Efficacious in writing and self-regulation. In addition, this study revealed significant distinctions across identified profiles in terms of the participants’ English writing proficiency and utilization of writing SRL strategies. Logistic regression analysis further demonstrated the significant effects of students’ gender, year of study, and major on these profiles. The findings underscore the intricate interplay among writing self-efficacy, SRL strategies, and writing performance among Chinese graduate students. Implications of the current findings and potential directions for future research are also discussed.