SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE

Abstract

The purpose of this article is to examine the contribution made by the self-efficacy component of A. Bandura's (1986) social cognitive theory to the study of writing in academic settings. A brief overview of Bandura's social cognitive theory and of self-efficacy is first provided, followed by a description of the manner in which writing self-efficacy beliefs are typically operationalized and assessed. This is followed by a synthesis of research findings that address the relationship between writing self-efficacy, other motivation constructs related to writing, and writing outcomes in academic settings. These findings demonstrate that students' confidence in their writing capabilities influence their writing motivation as well as various writing outcomes in school. Academic implications and strategies that may help guide future research are offered.