1. Introduction

It emphasizes the complexity of second language writing and points out that individual differences are key factors in predicting language acquisition effectiveness. Although previous studies have focused on the impact of cognitive, motivational, and negative emotional factors on writing performance, further research is needed to investigate the combined effects of positive emotions and trait factors. In addition, existing studies often use cross-sectional data, and individual differences and writing performance change over time, requiring a dynamic perspective to gain a deeper understanding of their influencing mechanisms.

2. Literature review

Reviewed the individual differences that affect learners' performance in second language writing, including trait factors, emotional factors, motivational factors, and cognitive factors. Perseverance in trait factors is believed to help improve writing performance, while anxiety in emotional factors often has a negative impact on writing, and the influence of pleasurable emotions needs further research. Motivation factors have a predictive effect on academic engagement and learning strategies, but there is limited research on their impact on writing performance. Working memory has a positive predictive effect on second language writing performance, but research results are inconsistent. Existing research has focused more on cognitive and negative emotional factors, with insufficient attention paid to resilience and pleasurable emotions, and a lack of exploration into the interaction and impact pathways of individual differences. This study is based on the control value theory and comprehensively examines the impact of four types of individual differences on second language writing performance.

3. Theoretical basis

Introduced Pekrun's control value theory, explained the causes of emotions and their impact on cognition, motivation, and academic performance. Learner traits, emotions, cognition, and motivational factors directly or indirectly affect academic performance. Perseverance, pleasure, working memory, and motivation positively predict academic performance, while anxiety negatively predicts it. The application of control value theory in the field of second language shows that pleasure and anxiety have a dynamic impact on second language performance, but there is limited research on the dynamic impact of emotional factors on second language performance, and further verification of the applicability of individual differences in the field of second language writing is needed.

4. Research Methods

This paper introduces an explanatory sequence research design based on control value theory, aiming to explore the impact of individual differences such as resilience, pleasure, anxiety, motivation, and working memory on second language writing performance. The research subjects are high school students from a public school in a city in northern China. Two tests (individual difference factor survey and second language writing test) were conducted to analyze the direct and indirect effects of these factors. 398 participants participated in the first test, and 348 participants fully participated in the second test. Use multiple imputation method to handle missing data.

5. Results and Discussion

Statistical analysis and structural equation modeling path analysis were conducted on the relationship between individual learner differences and second language writing performance using SPSS and Amos software. The research results indicate that resilience, pleasure, motivation, and working memory are significantly positively correlated with second language writing performance, while anxiety is significantly negatively correlated. Perseverance does not have a significant direct impact on second language writing performance, but indirectly affects writing performance through the mediating effects of pleasure, anxiety, and motivation. Anxiety has a significant direct impact on second language writing performance, while pleasure and working memory have no significant direct impact. Motivation has a significant positive predictive effect on second language writing performance. The study also found that resilience influences second language writing performance through mediating pathways, supporting the hypotheses of the control value theory. The interview results further confirmed that learners' control evaluation, value evaluation, and self-efficacy in academic activities play an important role in the path of resilience affecting second language writing performance.

6. Conclusion

Based on the control value theory, the impact of individual differences among high school students on their second language writing performance was analyzed. Research has found that anxiety and motivation have a significant direct impact, while the direct effects of resilience, pleasure, and working memory are not significant. Perseverance indirectly affects writing performance through intermediary pathways. The study validated the hypothesis of the control value theory regarding the relationship between emotional influence, providing insights into the mechanism of individual differences. The research results have implications for second language writing teaching, and it is recommended that teachers cultivate resilience traits, improve pleasure and motivation levels in teaching. At the same time, it points out the limitations of the research, including the singularity of sample size and research methods, and suggests that future studies expand the sample size and adopt multivariate methods.