Modeling Social and Affective Factors in the Writing Process using the PLS-SEM Approach

Writing is a multifaceted process shaped by cognitive, social, and affective dimensions. Although previous research has largely focused on cognitive strategies in writing development, the integrated role of social and affective factors across different stages of the writing process has received comparatively limited attention. This study examines how social and affective factors influence three key stages of the writing process: planning, translating, and reviewing. A quantitative research design was adopted, with data collected from 109 respondents through a questionnaire. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, incorporating both measurement and structural model evaluations. The findings reveal that affective factors significantly influence all three stages of the writing process: planning, translating, and reviewing. In contrast, social factors were found to significantly affect only the planning stage, while no significant relationships were identified with the translating and reviewing stages. Effect size analysis indicates that affective factors exert a moderate effect on planning and a strong effect on both translating and reviewing, highlighting the important role of learners’ motivation, confidence, and emotional regulation in writing development. Conversely, social factors demonstrate only a small effect on planning. The predictive relevance assessment further confirms that the model possesses satisfactory predictive capability for the endogenous constructs. Additionally, the Importance–Performance Map Analysis (IPMA) identifies affective factors as critical areas that warrant greater attention in efforts to enhance writing outcomes. Overall, the findings underscore the significance of learners’ emotional engagement in the writing process. The study suggests that educators should foster supportive learning environments that build confidence, reduce writing anxiety, and enhance motivation in writing activities. Future research may further investigate the combined influence of cognitive, social, and affective factors on writing development across diverse educational contexts to achieve a more comprehensive understanding of the writing process.