2026· International journal of research and innovation in social science· Vol 10, pp. 11093-11113· 0 citations
Abstract
This study explores the influence of Social Cognitive Theory on academic writing and ChatGPT usage among university learners. Specifically, it examines the relationships among environmental, personal, and behavioural factors in academic writing. A quantitative survey was conducted involving 256 respondents from various academic disciplines. The instrument measured environmental factors through ChatGPT usage, critical thinking, academic achievement, and student engagement; personal factors through metacognitive and cognitive writing strategies; and behavioural factors through effort regulation, social, and affective strategies. The findings revealed a significant difference in writing components across gender but no significant difference across disciplines. Learners perceived ChatGPT positively, particularly for translation, idea generation, research support, and engagement. Correlation analysis further showed significant positive relationships among environmental, personal, and behavioural factors. The findings support Social Cognitive Theory by demonstrating that academic writing in AI-supported environments is shaped by the reciprocal interaction between learners’ writing strategies, behaviours, and environmental support.
Guided by Social Cognitive Theory, this study examines learners’ academic writing strategies drawing on Bandura's (1986) model, and focuses on how environmental, personal and behavioural factors are interdependent in influencing learners' writing. The study employed a quantitative survey design involving 109 undergradu...
Noor Hanim Rahmat, Nur Huslinda Che Mat., Norazrin Zamri et al.· International journal of res...· 0 citations
The findings revealed that the students relied on metacognitive and cognitive writing strategies and reflected their high resilience and effort regulation despite showing a lower consistency in regular writing practice, which offers a foundation for more focused instructional interventions in higher education.
Nurul Syafieqah Jaafar, N. Rosly, Najwa Zulkifli et al.· International journal of res...· 0 citations
Academic writing is a complex process demanding cognitive control as well as motivation, persistence and emotional control. While some research has focused on the strategies used for writing alone, fewer studies have considered the combination of cognitive, affective, and self-regulatory factors as a whole to support w...
Nur Huslinda Che Mat., Noor Hanim Rahmat, Nur Maizura Lin et al.· International journal of res...· 0 citations
The expansion of online learning has made virtual group work integral to higher education, yet communication gaps, uneven participation, cognitive uncertainty, and limited instructional support continue to affect collaborative effectiveness. Grounded in Bandura’s Social Cognitive Theory, this study examined how environ...
Zahari Abu Bakar, Siti Nurul'ain Zaiton, Ahmad Khudzairi Khalid et al.· International journal of res...· 0 citations
Findings carry pertinent pedagogical implications, suggesting that higher education practitioners should systematically integrate AI scaffolding into writing instruction to enhance self-regulated learning and writing behaviors.
Amirah Athirah Amir Yazid, N. Hasni, M. S. Y. Shak et al.· International journal of res...· 0 citations
The rapid growth of social media platforms has significantly influenced students’ learning habits, communication styles, and cognitive engagement. While social media offers new opportunities for information access and collaborative learning, its excessive use may negatively affect attention span, concentration, and aca...
