Research in the Teaching of English Aug 2007

Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students

Frank Pajares Emory University ; Margaret J. Johnson ; Ellen L. Usher University of Kentucky

Abstract

The purpose of this study was to examine the influence of Albert Bandura’s four hypothesized sources of self-efficacy on students’ writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the sources significantly correlated with writing self-efficacy and with each other.

Journal
Research in the Teaching of English
Published
2007-08-01
DOI
10.58680/rte20076485
CompPile
Open Access
Closed
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Citation context

Cited by in this index (8)

  1. Neville et al. (2025)
    “[Writing]’s Like in a Hot Car Finally Opening the Window”: Humanizing Writing …
    Research in the Teaching of English
  2. Mack (2024)
    Developing Dispositions for Transfer
    Pedagogy
  3. Ryan et al. (2022)
    Reflexive writing dialogues: Elementary students’ perceptions and performances …
    Assessing Writing
  4. Perkins (2022)
    The Relationship Between Teacher Efficacy, Writing Apprehension, and Writing to…
    Journal of Writing Analytics
  5. Eckstein et al. (2021)
    What do students think about their own writing? Insights for teaching new colle…
    Writing and Pedagogy
Show all 8 →
  1. Corrigan et al. (2021)
    Articulating a Sociocognitive Construct of Writing Expertise for the Digital Age
    Journal of Writing Analytics
  2. Latif (2019)
    Unresolved issues in defining and assessing writing motivational constructs: A …
    Assessing Writing
  3. Tate et al. (2018)
    Going Beyond �That was fun�: Measuring Writing Motivation
    Journal of Writing Analytics

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