IMPACT OF SELF-REGULATORY INFLUENCES ON WRITING COURSE ATTAINMENT

The role of self-efficacy beliefs concerning the academic attainment a nd regulation of writing, academic goals, and self-standards on writin g course achievement was studied with college freshman using path anal ysis. These self-regulatory variables were measured at the beginning o f a writing course and related to final course grades. Students' verba l scholastic aptitude and level of instruction were also included in t he analysis. Perceptions of self-efficacy for writing influenced both perceived academic self-efficacy and personal standards for the qualit y of writing considered self-satisfying. High personal standards and p erceived academic self-efficacy, in turn, fostered adoption of goals f or mastering writing skills. Neither level of writing instruction nor verbal aptitude had any direct link to course grades. Verbal aptitude affected writing course outcomes only indirectly by its influence on p ersonal standards. Perceived academic self-efficacy influenced writing grade attainments both directly and through its impact on personal go al setting. These paths of influence were interpreted in terms of a so cial cognitive theory of academic self-regulation.