Writing Self-Efficacy in Postsecondary Students: a Scoping Review

• Published in: Educational psychology review Vol. 35; no. 3; pp. 82 - 126
• Main Authors: Mitchell, Kim M., Zumbrunn, Sharon, Berry, Danielle N., Demczuk, Lisa
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.09.2023; Springer; Springer Nature B.V
• Subjects: Child and School Psychology; College Students; Education; Educational Environment; Educational Psychology; Educational Research; Educational Strategies; Feedback (Response); Learning and Instruction; Longitudinal Studies; Research Reports; Review Article; Self Efficacy; Skill Development; Student writing; Systematic review; Teacher Attitudes; Teaching Methods; Time Perspective; University students; Writing Ability; Writing Apprehension; Writing Instruction; Writing Skills; United Kingdom; Writing; Scoping review; Postsecondary; Literacy; Self-efficacy
• ISSN: 1040-726X; 1573-336X
• DOI: 10.1007/s10648-023-09798-2

  In this review, we examine studies of writing self-efficacy conducted with postsecondary students published between 1984 and 2021. We aimed to inventory the methodological choices, writing contexts, and types of pedagogies explored in studies of writing self-efficacy with postsecondary students, and summarize the practical implications noted across the included studies. A total of 50 studies met eligibility criteria. All studies used quantitative methods, were conducted in English language settings, focused on undergraduate or graduate students, and included at least one writing self-efficacy measure. Across the 50 studies, the two variables most commonly appearing alongside writing self-efficacy were writing performance and writing apprehension. Many studies also assessed change in writing self-efficacy over time. Writing contexts and measures of writing self-efficacy varied across the included studies. Common practical implications noted across studies included students’ tendency to overinflate their writing self-efficacy, recognition of the developmental nature of writing ability, the importance of teacher attitudes and instructional climate, the influence of feedback on writing self-efficacy, and approaches to teaching and guiding writing. Based on this review, we see several directions for future research including a need for longitudinal studies, consideration of situated approaches, identification of diversity impacts, and attention to consistent use of strong multidimensional measures of writing self-efficacy.