Writing in Early Adolescence: A Review of the Role of Self-Efficacy Beliefs

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Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing (2018, background): “…that students’ beliefs about their ability to perform a task and values about the importance of the task influence students’ achievement in complex tasks such as writing via their effort and persistence (Eccles, 2005; Eccles & Wigfield, 2002; Graham et al., 2007; Klassen, 2002; Pajares, 2003).”
Comparisons of Self–Efficacy, Mood, Effort, and Hope between Students with Learning Disabilities and Their Non–LD–Matched Peers (2006, background): “Surveys (Klassen, 2002a, 2002b) examining self-efﬁcacy beliefs of students with LD have revealed that self-efﬁcacy was found to play a primary role in predicting academic achievement, although several studies found that students with LD tend to overestimate their efﬁcacy.”
Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013, background): “Possibly, younger students may overestimate their writing skills, as some students with learning disabilities tend to do (Klassen, 2002a, 2002b).”