Writing Self-Efficacy in Post-Secondary Students: A Systematic Review

Abstract In this systematic review, we examine studies of writing self-efficacy conducted with post-secondary students, published between 1984 and 2021. We aimed to examine the methodological choices, writing contexts, and types of pedagogies explored in studies of writing self-efficacy with post-secondary students, and to summarize the practical implications noted across the included studies. A total of 56 studies met eligibility criteria. All studies were quantitative in nature, conducted in English language settings, focused on students in college or graduate school, and included at least one writing self-efficacy measure. Across the 56 studies, the three variables most commonly appearing alongside writing self-efficacy were writing performance, writing apprehension or writing anxiety, and change in writing self-efficacy over time. Writing contexts and measures of writing self-efficacy varied greatly 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 power of feedback, and approaches to teaching and guiding writing. Based on this review, we see several directions for future research: 1) a need for longitudinal studies; 2) a need for research to be situated; 3) a need to consider the impacts of diversity in writing self-efficacy research; and 4) the need for consistent use of strong multidimensional measures of writing self-efficacy.