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Direct linkPajares, Frank; Johnson, Margaret J.; Usher, Ellen L. – Research in the Teaching of English, 2007
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…
Descriptors: High School Students, Middle School Students, Females, Epistemology
Peer reviewedPajares, Frank; Johnson, Margaret J. – Research in the Teaching of English, 1994
Investigates the relationships among self-confidence about writing, expected outcomes, writing apprehension, general self-confidence, and writing performance over one semester. Finds that students' beliefs about their own composition skills and the preperformance measure were the only significant predictors. (SR)
Descriptors: Higher Education, Self Concept, Student Attitudes, Writing Achievement
Download full textPajares, M. Frank; Johnson, Margaret J. – 1993
A study investigated the writing self-efficacy, writing outcome expectations, writing apprehension, personal self-efficacy, and writing performance of 30 undergraduate students throughout one semester. Results indicated support for social cognitive theory and prior findings that report a relationship between self-efficacy and performance. A…
Descriptors: Correlation, Higher Education, Models, Predictor Variables
Peer reviewedPajares, Frank; Johnson, Margaret J. – Psychology in the Schools, 1996
Study tested influence of writing self-efficacy, writing apprehension, and writing aptitude on 181 ninth-grade students. Aptitude and self-efficacy had direct effects 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…
Descriptors: Cognitive Ability, Females, Grade 9, High School Students
Pajares, Frank; Johnson, Margaret J. – 1995
Path analysis was used to test the influence of writing self-efficacy, self-concept, apprehension, and aptitude on the essay-writing performance of 181 ninth-grade students in a public high school in the southwestern United States. A model that also included gender accounted for 53% of the variance in performance. As hypothesized, both aptitude…
Descriptors: Grade 9, High Schools, Hispanic Americans, Path Analysis
