A multifactor perspective on writing self-efficacy was examined in 2 studies. Three factors were proposed—self-efficacy for writing ideation, writing conventions, and writing self-regulation—and a scale constructed to reflect these factors. In Study 1, middle school students (N = 697) completed the Self-Efficacy for Writing Scale (SEWS), along with associated measures. Confirmatory factor analysis (CFA) showed SEWS data fit the proposed 3-factor model well. In Study 2, a second CFA of data from 563 students from 2 high schools likewise showed good model fit. Scores based on the 3 writing self-efficacy factors were examined in relation to students' liking writing, self-reported writing grades, and statewide writing assessment (SWA) scores. Results showed writing ideation and self-regulation self-efficacy to be significantly more strongly related to liking writing than conventions self-efficacy but less related than conventions self-efficacy to SWA scores. All 3 writing self-efficacy dimensions showed moderate positive correlations with self-reported writing performance. Further analyses showed higher levels for all 3 dimensions of writing self-efficacy for students in more advanced English/language arts classes. Overall, results from the studies were interpreted as supporting multifactor models of writing self-efficacy and the utility of closer ties between self-efficacy measures and domains being assessed.

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BackgroundThe powerful role of self‐efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self‐efficacy on student writing self‐regulation and success.AimsThis study expands our knowledge about student writing self‐efficacy – including its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups.SampleParticipants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States.MethodsData were collected via online questionnaires, one assessing student writing self‐efficacy and the others teachers’ reports of student writing self‐regulation and writing/ELA grades.ResultsConfirmatory factor analysis (CFA) results demonstrated significantly improved model fit for a three‐factor model of writing self‐efficacy compared to a one‐factor model. A measurement invariance analysis of the writing self‐efficacy scale indicated scalar invariance between the elementary and secondary samples. Structural equation modelling (SEM) results indicated that the second self‐efficacy factor, self‐efficacy for writing conventions, was statistically significantly related to writing/ELA grades for elementary students (β = .33, p < .001) as well as for high school students (β = .27, p < .01). Conventions were also the only factor statistically significantly related to teacher‐reported student writing self‐regulation for both elementary students (β = .26, p < .01) and high school students (β = .37, p < .001). Self‐efficacy for ideation and self‐efficacy for self‐regulation were not found to be significantly related to either student writing/ELA grades or teacher‐reported self‐regulation (all ps > .19).ConclusionsResults support the multidimensionality of writing self‐efficacy. In addition, findings emphasize a meaningful link between students’ beliefs in their ability to conform to the rules of writing and their writing self‐regulation and success.

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