Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach

The present study adopted the structural equation modeling approach to examine Chinese university students’ metacognition, critical thinking skills, and academic writing. In particular, this research explored whether awareness in metacognition can foster and, thus, lead enhancement measure for exploring metacognitive writing strategies covered knowledge regulation understanding learners’ encompassed following five skills: inference, recognition of assumptions, deduction, interpretations, evaluation arguments. assessment was based on an internal test. participants consisted 644 third-year students from a university. Three models tested: (1) role writing; (2) thinking; (3) correlations between results indicated significant relationships three variables, implications these findings were discussed.