The relationship among three writing motivation and affective constructs (writing self-efficacy, perceived value of writing, and writing apprehension) and writing performance was examined among 273 Chinese fourth graders. The structural equation modelling results showed that the direct path from writing apprehension to writing performance was significant but the direct paths from writing self-efficacy and perceived value of writing to writing performance were not significant. Writing self-efficacy had indirect effects on writing performance via writing apprehension. Our findings on the relative strength of writing apprehension and writing self-efficacy among Chinese learners were contrary to the findings from studies of Western learners. These differences may reflect that Chinese learners are more likely to be motivated to work hard by fear of academic failure than by self-efficacy.