Metacognitive Support Needs in Digital Learning Environments for Critical Writing among Chinese Undergraduates

Abstract

Digital learning environments in Chinese higher education deliver content but often provide limited support for regulating writing. This survey of 400 Chinese undergraduates examined which metacognitive supports in critical writing were perceived as insufficient and whether needs varied across the sample. Exploratory factor analysis, paired discrepancy analysis, latent profile analysis, and two one-sided equivalence tests showed three dimensions: perceived provision, support need, and critical writing self-efficacy. Support need exceeded provision by 0.38 scale points, and 65.5% of students reported unmet need. Structured guidance, progress monitoring, and planning tools were the highest priorities. Needs were equivalent across institution, gender, and prior online learning experience at d = ±0.40. The findings support a common scaffolding architecture with optional intensification for individual learners.