Effects of Writing Self-Regulation and Writing Anxiety on English Writing Motivation of Secondary School Students

Abstract

The study in hand aimed the investigation of the effect of writing self-regulation and writing anxiety on English writing motivation of secondary school students. A non-experimental quantitative research design approach i.e. survey was used to determine the aforementioned effects. The study sample consisted of five districts of Hazara Division's 1020 students enrolled in SSC BISE Abbottabad (2022). Three questionnaires, namely, SRQ (Self-regulation Questionnaire, by Brown et al., 1999), questionnaire of Writing Anxiety, by Cheng, 2004 and AWMQ by Ashley Payne, 2012 University of Georgia were used for the collection of data. The results  of the study in hand   showed that the independent variables i.e. writing self-regulation (WSR) and writing anxiety, have noteworthy effects on writing motivation of students. The results also indicated that self-regulation in writing has positive while anxiety in writing has noteworthy effects on writing motivation of students. It is suggested that these factors be used in English writing teaching and learning to facilitate the process. It would help in enhancing the Secondary School students’ academic writing motivation.