Self-efficacy beliefs and the writing performance of entering high school students
Article first published online: 7 DEC 1998
Copyright © 1996 John Wiley & Sons, Inc.
Psychology in the Schools
Volume 33, Issue 2, pages 163–175, April 1996
How to Cite
Pajares, F. and Johnson, M. J. (1996), Self-efficacy beliefs and the writing performance of entering high school students. Psychol. Schs., 33: 163–175. doi: 10.1002/(SICI)1520-6807(199604)33:2<163::AID-PITS10>3.0.CO;2-C
- Issue published online: 7 DEC 1998
- Article first published online: 7 DEC 1998
Path analysis was used to test the influence of writing self-efficacy, writing apprehension, and writing aptitude on the essay-writing performance of 181 ninth-grade students. A model that also included gender accounted for 53% of the variance in performance. As hypothesized, both aptitude and students' self-efficacy beliefs had strong direct effects on performance. Aptitude also had a strong direct effect on self-efficacy, which largely mediated the indirect effect of aptitude on performance. Self-efficacy had a strong direct effect on apprehension, which, in turn, had a modest effect on performance. Girls and boys did not differ in aptitude or performance, but girls reported lower writing self-efficacy. Native English-speaking Hispanic students had lower aptitude and performance scores, lower self-efficacy, and higher apprehension. Results support the hypothesized role of self-efficacy in Bandura's (1986) social cognitive theory. © 1996 John Wiley & Sons, Inc.