This study investigated writing apprehension, motivational levels, and writing performance of 68 undergraduates enrolled in four freshman composition courses during one semester. Participants in the treatment groups received relevance, confidence, or a combination of relevance and confidence motivational strategies based on Keller's ARCS model. In this study, results from paired samples t tests conducted on pretest and posttest scores for Daly-Miller's (1975) Writing Apprehension Test (WAT) supported the hypothesis that relevance motivational strategies significantly decreased writing apprehension. However, the six motivational levels of Pintrich, Smith, Garcia, and McKeachie's (1991) "Motivated Strategies for Learning Questionnaire Manual" (MSLQ) indicated specific statistically significant differences in the Relevance and Relevance/Confidence groups (extrinsic goal orientation, self-efficacy, and test anxiety) and the confidence group (task value). The results for all four groups indicated no statistically significant improvements in writing scores. Additional exploratory research examined English as second language (ESL) participants separately from the native speakers of English. The paired samples t tests results did not detect significant differences between ESL and native speakers. Results of the study, implications for teaching, and further research were discussed as related to the need to continue research on undergraduate writing performance and motivational strategies. [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.]