The longitudinal interplay among L2 writing self-efficacy, self-regulated writing strategies, and writing performance: a three-wave cross-lagged panel study of Chinese EFL learners

Writing in a second language (L2) is a complex cognitive activity that demands sustained self-regulation and a strong sense of personal capability. Although cross-sectional studies have linked writing self-efficacy, self-regulated writing strategies, and writing performance, the directional and reciprocal nature of these relationships remains insufficiently understood. This three-wave longitudinal study examined the temporal dynamics among L2 writing self-efficacy (L2WSE), self-regulated writing strategies (SRWS), and writing performance (WP) over one academic semester. A total of 368 Chinese EFL learners (Mage = 19.2 years, SD = 1.1; 62.2% female) from a public university in central China completed self-report measures of L2WSE and SRWS at three time points (Week 1, Week 8, and Week 16) and produced a timed writing task at each wave. Confirmatory factor analyses supported the three-factor measurement model, and tests of measurement invariance confirmed configural, metric, and scalar invariance across waves. A cross-lagged panel model (CLPM) revealed that (a) L2WSE prospectively predicted SRWS from T1 to T2 (β = 0.21, p