Self-regulated　(SRL)　writing　strategy　use　is　considered　a　potent　method　for　improving　writing　performance.　Motivational　regulation,　an　underresearched　aspect　of　SRL,　has　become　more　recognized　in　SRL　models　recently.　The　present　study　aims　to　depict　the　interplay　among　SRL　writing　strategies　and　English　writing　performance.　It　also　examined　the　influences　of　motivational　regulation　writing　strategies　on　English　writing　performance,　and　whether　such　relationship　would　be　mediated　by　other　SRL　writing　strategies.　Endeavors　were　also　made　to　evaluate　the　moderation　effects　of　gender　and　major,　and　the　predictive　effects　of　self-efficacy.　Teng,　L.　S.　&　L.　J.　Zhang.　2016a.　A　questionnaire-based　validation　of　multidimensional　models　of　self-regulated　learning　strategies.　Modern　Language　Journal　100(3).　674-701.　Writing　Strategies　for　Self-regulated　Learning　Questionnaire　was　administered　to　340　university　students　in　China,　and　their　English　writing　test　scores　were　collected.　Structural　equation　modeling　results　verified　the　hypothesized　partial　mediation　model　with　both　direct　and　indirect　paths　from　motivational　regulation　strategies　to　English　writing　performance.　Cognitive　and　metacognitive　strategies　both　served　as　mediators　while　social　strategies　failed　to　do　so.　No　moderation　effect　of　gender　and　major　was　found.　Learners＇　writing　self-efficacy　beliefs　predicted　their　use　of　SRL　writing　strategies,　with　the　strongest　effects　on　motivational　regulation　strategies.　Pedagogical　implications　are　drawn.