Metacogntitve Awareness, Affective Disposition and Social Learning Environment: A Structural Equational Model in Academic Writing Motivation among Learners

The study aimed to determine the most appropriate model for students’ academic motivation in writing using structural equation modeling (SEM). Through this, the relationship between academic motivation in writing and students’ metacognitive awareness, affective disposition, and social learning environment was clarified. The study was conducted using a quantitative causal method, and data was collected from 412 students from public secondary schools in Region XII using stratified random sampling. By using statistical tools such as Mean, Pearson r-correlation, and Multiple Regression, it was found that students had high levels of metacognitive awareness and affective disposition. The social learning environment and academic motivation in writing were found to be at very high levels. It was also shown that the three mentioned indicators had a strong relationship with students’ academic writing. “Model 3” was identified as the most appropriate model for academic motivation in writing among students. This implies that the three variables are important in enhancing academic motivation in writing. The remaining indicators for metacognitive awareness include awareness of necessary resources for problem-solving, awareness of alternative solutions, awareness of speed/time in responding, awareness of personal abilities, and awareness of interaction through self-monitoring. The remaining indicators for affective disposition are perception and attitude. Meanwhile, the remaining indicators for the social learning environment include the support and respect provided by the teacher. Most importantly, the remaining indicators for the endogenous variable are skill attainment goals and self-efficacy in citing sources.