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<p>Guided by social cognitive theory, this study explored the direct and serial chain-mediating relationships between peer assessment quality (PAQ) and English writing ability (EWA), with learning engagement (LE) and writing self-efficacy (WSE) as mediators. Data were collected from 318 Chinese non-English majors after a 12-week peer assessment intervention and analyzed employing structural equation modeling and bias-corrected bootstrap. Results indicated that PAQ significantly and directly predicted EWA. LE independently mediated the PAQ–EWA association, whereas the single indirect path through WSE was non-significant. Notably, PAQ had no direct effect on WSE and influenced it solely via LE. A valid serial mediation path PAQ→LE→WSE→EWA was confirmed, and LE’s mediating effect was significantly stronger than WSE’s. This study clarifies the psychological mechanism by which peer assessment facilitates L2 writing, refines the oversimplified assumption that PAQ directly enhances WSE, and enriches localized evidence for social cognitive theory in EFL teaching.</p>

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Impact of peer assessment on Chinese university students’ English writing ability: chain-mediation effects of learning engagement and writing self-efficacy

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  • 出版模式：

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  • 发表日期：

    2026年7月29日

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  • Yanli Tong

摘要

Guided by social cognitive theory, this study explored the direct and serial chain-mediating relationships between peer assessment quality (PAQ) and English writing ability (EWA), with learning engagement (LE) and writing self-efficacy (WSE) as mediators. Data were collected from 318 Chinese non-English majors after a 12-week peer assessment intervention and analyzed employing structural equation modeling and bias-corrected bootstrap. Results indicated that PAQ significantly and directly predicted EWA. LE independently mediated the PAQ–EWA association, whereas the single indirect path through WSE was non-significant. Notably, PAQ had no direct effect on WSE and influenced it solely via LE. A valid serial mediation path PAQ→LE→WSE→EWA was confirmed, and LE’s mediating effect was significantly stronger than WSE’s. This study clarifies the psychological mechanism by which peer assessment facilitates L2 writing, refines the oversimplified assumption that PAQ directly enhances WSE, and enriches localized evidence for social cognitive theory in EFL teaching.