Socio-cognitive Predictors and Assessment of a Self-Regulated Strategy Development Intervention for Filipino Learners in Academic Writing

Abstract

This study explores the socio-cognitive predictors of academic writing proficiency and assesses the impact of a Self-Regulated Strategy Development (SRSD) intervention among multilingual senior high school students in the Philippines. Utilizing a convergent mixed-methods design, the study found that socioeconomic status, language proficiency, parental involvement, and access to academic resources significantly predicted writing outcomes (adjusted R² = 0.46). Pre-intervention assessments revealed persistent challenges in citation, grammatical accuracy, and academic register. Following a six-week SRSD-based intervention, students demonstrated statistically significant gains across all writing domains (p < .001, d = 1.04). Qualitative data indicated enhanced metacognitive awareness and confidence in managing academic discourse. These findings support the efficacy of structured, strategy-focused instruction in mitigating writing inequities in under-resourced ESL settings and affirm SRSD as a viable pedagogical model for fostering writer agency and academic literacy (Harris, 2022; Zhang & Hyland, 2023).