Using a social cognitive theory framework, this single-subject, correlational study examined to what extent writing self-regulation, writing efficacy, hope, and writing hope predicted first-year college students' writing abilities. Past research reveals that a large part of teaching students to be successful in completing writing tasks is related to teaching writing self-regulation skills and developing writing efficacy levels; however, until this study, no research has linked hope with writing success. Hope theory requires that both pathways and agency components be present to sustain successful goal pursuit. This study has developed a new theoretical framework of writing hope to be the self-belief that one possesses the will and the ways to effectively pursue writing goals. Based on a review of literature, writing self-regulation strategies are theoretically similar to writing hope pathways, and writing self-efficacy is theoretically similar to writing hope agency. Factor analyses revealed statistical similarities between these constructs, as well. The goals of this study were to (1) establish a new domain-specific construct of hope (i.e., writing hope) and (2) explore the predictive capabilities of new (i.e., writing hope) and established (i.e., writing self-regulation and writing self-efficacy) writing self-belief measures in determining college students' writing abilities. Two phases of research--(1) a construct validation phase and (2) a predictive validity phase--accomplished these research goals. A factor analysis of the items in the Writing Hope Scale and the Adult Dispositional Hope Scale showed the two hope constructs to be factorally distinct from one another. A hierarchical multiple regression determined that writing hope pathways significantly predicts writing ability in first-year college students. Due to the cooperation of the affective and strategic components of the writing hope construct, teaching writing hope may be the most comprehensive, instructional approach to developing successful writers, even more so than teaching writing self-efficacy and writing self-regulation. Thus, postsecondary institutions could include instructional interventions that seek to develop students' writing hope pathways and agency to increase students' writing abilities and make educational opportunities more equitable for all students. [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.]