Confidence and Competence in Writing: The Role of Self-Efficacy, Outcome Expectancy, and Apprehension

Frank Pajares; Margaret J. Johnson

doi:10.58680/rte199415378

Research in the Teaching of English Oct 1994

Confidence and Competence in Writing: The Role of Self-Efficacy, Outcome Expectancy, and Apprehension

Frank Pajares Emory University ; Margaret J. Johnson

Abstract

This study investigated the relationships among self-confidence about writing, expected outcomes, writing apprehension, general self-confidence, and writing performance in 30 undergraduate preservice teachers over one semester. Results supported social cognitive theory and prior findings reporting a relationship between confidence in one’s writing abilities and subsequentw riting performance. A regression model consisting of the variables noted above and a pre-performance measure accounted for 68% of the variance in writing performance. Students’ beliefs about their own composition skills and the pre-performance measure were the only significant predictors. Writing apprehension was negatively correlated with writing self-confidence but was not predictive of writing performance. General self-confidence was correlated with writing self-confidence, expected outcomes, apprehension, and performance but was not predictive of writing performance in the regression model. Results and implications are discussed, especially as they relate to the need for context-specific assessments of confidence in one’s own capabilities and to pedagogical obligations.

Journal: Research in the Teaching of English
Published: 1994-10-01
DOI: 10.58680/rte199415378
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Open Access: Closed
Topics: writing pedagogy
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Confidence and Competence in Writing: The Role of Self-Efficacy, Outcome Expectancy, and Apprehension

Abstract

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Cited by in this index (9)

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