Examining the relationship between writing self-efficacy, writing performance and general achievement for third graders

Purposes. The main purpose of this study was to examine 232 third graders' self-efficacy perceptions of their writing skills and abilities and to explore the relationship between these perceptions and their writing performance and general achievement.; Additionally, this study explored whether gender, ethnicity, English language proficiency, and attendance of special resource programs influenced students' writing self-efficacy. Finally, it examined what groups of students tended to be more accurate in their estimation of their writing skills and abilities.; Conclusions. On the basis of the statistical analyses performed, the following findings emerged: (1) Most of third graders believed that (a) they had marked progress in their writing; (b) they had developed good writing skills and compositional abilities; (c) they had developed positive attitudes towards writing; (d) they had derived positive feedback about their writing and (e) their writing performance was good in relation to their peers. (2) In general, writing self-efficacy beliefs were moderately related to performance and achievement. Writing skills efficacy was the dimension of writing self-efficacy most highly related to writing performance and general achievement. (3)  Writing skills efficacy contributed significantly to the prediction of writing performance. On the other hand, both dimensions of emotional attitudes towards writing and writing skills efficacy predicted general achievement, with writing skills efficacy having a positive relationship and emotional attitudes towards writing having an inverse relationship with general achievement. (4) Writing self-efficacy beliefs were independent from gender, ethnicity, and English language proficiency. The only variable that influenced writing skills efficacy was that of attendance of special resource class. In particular, “pulled-out” students were found to have significantly lower levels of trust in their writing skills and abilities. (5) Finally, regarding students' accuracy of their writing skills and abilities, the statistical findings indicated that (a) boys tended to be more accurate than girls; (b) Spanish students' writing efficacy perceptions were more accurate that Caucasian students'; (c) “pulled-out” students tended to underestimate their performance; and (d) English native speakers were more accurate than bilingual students.