Impact of Self-Regulatory Influences on Writing Course Attainment

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...