Impact of Self-Regulatory Influences on Writing Course Attainment
1994/12/01 by Barry J. Zimmerman, Albert Bandura · 1,146 citations
Psychology · #Academic achievement #Aptitude #Creativity in Education and Neuroscience #Developmental psychology #Education, Achievement, and Giftedness #Innovative Teaching and Learning Methods #Mathematics education #Path analysis (statistics) #Perception #Psychology #Self-efficacy #Social psychology
paper · doi:10.3102/00028312031004845
published in American Educational Research Journal 31(4), 845-862 (SAGE Publishing)
openalex publication_date 1994/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
Abstract
The role of self-efficacy beliefs concerning the academic attainment and regulation of writing, academic goals, and self-standards on writing course achievement was studied with college freshman using path analysis. These self-regulatory variables were measured at the beginning of a writing course and related to final course grades. Students’ verbal scholastic aptitude and level of instruction were also included in the analysis. Perceptions of self-efficacy for writing influenced both perceived academic self-efficacy and personal standards for the quality of writing considered self-satisfying. High personal standards and perceived academic self-efficacy, in turn, fostered adoption of goals for 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 personal standards. Perceived academic self-efficacy influenced writing grade attainments both directly and through its impact on personal goal setting. These paths of influence were interpreted in terms of a social cognitive theory of academic self-regulation.
Citations
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