Background: Academic writing is a complex and demanding activity in which students have to regulate their (meta)cognitive, motivational, and linguistic processes and self-regulatory writing strategies might serve as a tool to accomplish writing tasks. The research was done as part of a verification of Zimmerman & Risemberg’s (1997) model of self-regulation in writing. Previous research on the relationships between students’ self-regulated learning (SRL) and writing performance has suggested their positive impact. Purpose: This paper provides insights into Croatian university students’ first/second language (L1/L2) writing performance regarding the SRL strategy use. Method: Students’ written performance in both L1 (Croatian) and L2 (English) was checked, and the contributions of SRL and sociodemographic factors were explored. A total of 104 students from the initial and final years of teacher education study were included in the research. A quantitative research method was used including the following instruments: The learning orientation scale, the Perceived academic control scale, the Croatian version of the values subscale, Writing strategies questionnaire.Results: Descriptive analyses revealed that students’L1/L2 writing proficiency was on average. There was no difference between L1 and L2 writing proficiency. Furthermore, the study showed that students mostly initiated learning goal orientation, writing tasks were valuable to them and they had more results of academic control over the mentioned tasks. Participants mostly used the most effective writing strategy - checking and correcting the text. The final study year students had better L1 writing proficiency compared to the initial study year students. Such results were expected since students were exposed to the extensive L1 academic experience, which was not the case with the exposure to learning English as a foreign language (EFL learning), resulting in a lower level of L2 essay writing proficiency. Success in L1 writing proficiency was explained more by cognitive and less by sociodemographic and motivational factors. The greater academic control over writing assignments and the lower goal orientation on avoiding effort was shown, the greater success was achieved. Success in L2 writing proficiency was mostly explained by cognitive factors, but also significantly by some sociodemographic and motivational factors. The higher GPA in L2 and the less asking for help and writing by the model strategy was employed, the greater success in writing assignments was achieved. The study indicated the importance of mastering SRL, especially cognitive factors in both L1 and L2 learning. Implication: The implications of the study were discussed which may benefit L1/L2 teachers to teach their students SRL writing strategies by which students could self-regulate their thoughts, feelings, and behaviours throughout the writing process to achieve academic success.

中文翻译：

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学生 L1/L2 写作能力的自我调节学习和社会人口学因素

背景：学术写作是一项复杂且要求很高的活动，学生必须在其中调节他们的（元）认知、动机和语言过程，而自我调节的写作策略可以作为完成写作任务的工具。该研究是对 Zimmerman & Risemberg (1997) 书面自我调节模型的验证的一部分。先前关于学生自主学习（SRL）与写作表现之间关系的研究表明了它们的积极影响。目的：本文提供关于克罗地亚大学生在 SRL 策略使用方面的第一/第二语言 (L1/L2) 写作表现的见解。方法：检查学生的L1（克罗地亚语）和L2（英语）的书面表现，并探讨SRL和社会人口因素的贡献。共有 104 名来自教师教育研究的最初和最后几年的学生被纳入研究。采用定量研究方法，包括以下工具：学习方向量表、感知学术控制量表、克罗地亚语版本的价值观子量表、写作策略问卷。结果：描述性分析显示，学生的 L1/L2 写作水平平均. L1和L2写作水平没有区别。此外，研究表明，学生大多发起学习目标导向，写作任务对他们来说很有价值，他们对上述任务有更多的学术控制结果。参与者大多使用最有效的写作策略——检查和纠正文本。与最初学习年的学生相比，最后学习年的学生具有更好的 L1 写作能力。这样的结果是意料之中的，因为学生接触了广泛的 L1 学术经验，而接触将英语作为外语学习（EFL 学习）的情况并非如此，导致 L2 论文写作水平较低。L1 写作能力的成功更多是由认知因素来解释，而不是由社会人口和动机因素来解释。对写作作业的学术控制越大，避免努力的目标导向越低，取得的成功就越大。L2 写作能力的成功主要是由认知因素解释的，但也有一些社会人口和动机因素。L2 的 GPA 越高，使用模范策略寻求帮助和写作的次数越少，写作作业的成功率就越高。该研究表明掌握 SRL 的重要性，尤其是 L1 和 L2 学习中的认知因素。启示：讨论了这项研究的意义，这可能有利于 L1/L2 教师教他们的学生 SRL 写作策略，学生可以通过这些策略在整个写作过程中自我调节他们的思想、感受和行为，以取得学业成功。