The Mediating Role of Verbal Linguistic Intelligence in the Impact of Self-Efficacy and Academic Engagement on Academic Flow in Academic Writing

Abstract

This study examined the mediation role of verbal-linguistic intelligence in self-efficacy and the impact of academic engagement on academic flow in academic writing. Data from 213 students in the Department of English Education and English Literature of the University were collected using instruments such as GSE, UWES, MIDAS, and subjective flow measures and analysed with SEM. The instruments’ validity was ensured through CR, AVE, and Cronbach’s alpha. The study found no gender significant differences in the variables, and identified significant positive correlations among them, especially between academic engagement, verbal intelligence, and flow. Verbal linguistic intelligence played a mediator role, underscoring the importance of strategies to enhance it in the teaching of academic writing.