This study was designed to validate a multidimensional structure of writing self-efficacy in English as a foreign language contexts, conceptualized in self-regulated learning theory and social cognitive theory. The Second Language Writer Self-Efficacy Scale was developed and evaluated through a series of rigorous validation procedures. The researchers collected data from 609 university students in China. Confirmatory factory analyses through structural equation modeling validated the proposed three-dimensional structure of writing self-efficacy, including linguistic self-efficacy, self-regulatory efficacy, and performance self-efficacy. Model comparisons confirmed the hypothesis that writing self-efficacy is a multidimensional construct, in which the three factors are conceptually related. Internal and composite reliability, convergent validity, and discriminant validity were examined, suggesting satisfactory psychometric properties of the scale. The concurrent validity and predictive validity were checked by examining correlations of writing self-efficacy with motivational beliefs and writing performance. Findings revealed that the three dimensions of self-efficacy had small to moderate correlations with writing performance. Significant correlations were also found between writing self-efficacy and motivational beliefs (e.g., task value, intrinsic goal orientation, extrinsic goal orientation).

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a school of Foreign languages, chongqing university of Posts and telecommunications, chongqing, People's republic of china; b critical studies in Education, university of auckland, auckland, new Zealand ABSTRACT This paper takes up Bakhtin's dialogic perspective to explore the becoming of one Chinese international doctoral student's voices. We investigate how a single participant (from a wider study) assimilates the most transformative but alien voice of critical thinking in her supervision space by participating in dialogues with key speaking persons. When she assimilates this alien voice, the student also renovates her culturally enrooted and contradictory voice of respectful dependence. In this way, the student's voices develop and transform through a process of conflicts, struggles and reconciliations. This rich case study illustrates how a doctoral journey may be transformative cognitively and socio-culturally for the student as a speaking person -for her subjectivity. It also shows how this transformation is enabled not only by the supervisors' personal qualities but also through role modelling from peers: both kinds of relationships facilitate the student's assimilation of the most transformative voice in intercultural supervision.

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For several decades, Western universities have been subject to wide-ranging structural, financial and ideological changes. These changes have problematised afresh the meaning of academic identity as evidenced by the emergence of a substantial, international, anglophone research literature. This article examines how the idea of academic identity has been theorised to date in a set of highly cited research literature, with the ambition of providing some points of departure for further work in the area. Our analysis of 11 works suggests a small set of related (constructivist) theories provides the core resources for academic identities scholarship, although somewhat varied understandings of agency and power/politics surface in the discussions and implications advanced by different authors. As a result of this analysis, we suggest the need to extend the theoretical and empirical scope of academic identity research if we are to produce new insights and ways forward.

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