Writing essays: does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing

By M. Prat-Sala, P. Redford. 2012

154 citations recorded by the source corpus.

Self-efficacy beliefs have been identified as associated with students’ academic performance. The present research assessed the relationship between two new self-efficacy scales (self-efficacy in reading [SER] and self-efficacy in writing [SEW]) and students’ writing performance on a piece of assessed written coursework. Using data from first and second year undergraduate psychology students at a UK university (N = 145), the results showed that both SER and SEW were related to actual writing performance. Overall the results support the importance of the concept of self-efficacy in relation to student performance. We discuss the relevance of self-efficacy on students’ perceptions and self-regulations.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8602e38226506b43b6af985f5d7354370c7c59e0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Alessandro Antonietti
2. M. Mancini
3. Rosália Cera
4. Mina Beigi
5. Patricia Goodson
6. M. Huerta
7. R. Zabihi
8. Dominique T. Chlup

In Education

1. Mina Beigi
2. Patricia Goodson
3. M. Huerta
4. R. Zabihi
5. Dominique T. Chlup

Citations in the corpus

• Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence (2017, background): “As researchers have noted, increasing students’ skills for self-efficacious learning in an academic setting is beneficial to their writing outcomes (Pajares, 2003; Prat-Sala & Redford, 2012; Zimmerman & Bandura, 1994).”
• Relationships between Metacognition, Self-efficacy and Self-regulation in Learning (2013, background): “The writing activity involves the dimension of self-regulation (Prat-Sala & Redford, 2012) and includes motivation (Mason, Meadan, Hedin, & Cramer, 2012) and metacognition.”
• The Role of Cognitive and Affective Factors in Measures of L2 Writing (2018, background): “Along these lines, previous research has demonstrated that writing selfefficacy is positively associated with writing performance (Klassen, 2003; Pajares, 2003; Pajares & Johnson, 1996; Pajares & Valiante, 2006; Prat-Sala & Redford, 2012; Schunk, 2003).”