From Perception to Engagement: The Role of Motivational Regulation Between L2 Writing Selves and Feedback Engagement in Higher Education

Grounded in self-regulated learning theory, this study examines the relationships underlying L2 learners’ engagement with written corrective feedback (EWCF) in higher education contexts. Specifically, it investigates the role of motivational regulation strategies (MRS) in the association of the ideal L2 writing self (IDS) and the ought-to L2 writing self (OUS) with EWCF. A questionnaire survey was conducted with 454 Chinese university English majors. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) to test the hypothesized mediation model. The results showed that IDS and OUS had positive direct associations with EWCF and positive indirect associations through MRS. As the corresponding direct associations remained significant, the pattern was consistent with partial mediation. These findings suggest that learners’ self-related perceptions are associated with feedback engagement both directly and indirectly through their use of MRS. Theoretically, the study contributes to a more integrated understanding of how motivational beliefs and regulatory strategies are jointly associated with learners’ engagement with feedback. In practice, the findings highlight the potential value of supporting students’ use of MRS to sustain effort and manage learning-related motivation during feedback-related activity in higher education L2 writing contexts.