This study examined the use of sentence-level support software as a tool to encourage students' belief in their ability to write. The research originates from prior research in the field of educational psychology that suggest beliefs in one's abilities are often formulated by successful experiences and that learning is developed through conscious thought about the process or task in which the learner is involved. The study builds on the work of prior researchers who have used other types of software to encourage writing development. The researcher used data gathered from 104 undergraduates enrolled in the University of Iowa. Study participants were categorized into two groups those that fear or dislike writing (writing apprehensive) and those that do not (non-writing apprehensive). Participants within these groups were divided into control and experimental conditions with half from those that fear/dislike writing and half of those that like/do not fear writing assigned to the experimental condition in which participants used the sentence-level support software. The other half were assigned to the control condition of not using the software. Although there was no significant effect from using sentence-level support software on writing self-efficacy, the results of the study show that the use of sentence-level writing support software influenced the development of writing self-regulation and that influence of the software was greater for those with more writing apprehension. The findings from the study contribute to recommendations for developing student belief in their ability to write. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]