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.

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.