Online citations, reference lists, and bibliographies.
← Back to Search

Impact Of Self-Regulatory Influences On Writing Course Attainment

B. Zimmerman, A. Bandura
Published 1994 · Psychology

Save to my Library
Download PDF
Analyze on Scholarcy Visualize in Litmaps
Share
Reduce the time it takes to create your bibliography by a factor of 10 by using the world’s favourite reference manager
Time to take this seriously.
Get Citationsy
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.
This paper references
Calamaphobia, or hints towards a writer's discipline
J. Barzon (1964)
10.1901/JABA.1977.10-515
Self-control techniques of famous novelists.
I. Wallace (1977)
Effects of self-comparison, social comparison, and depression on goal setting and self-evaluative reactions. Unpublished manuscript
K M Simon (1979)
Effects of self-comparison, social comparison, and depression
K. M. Simon (1979)
Specific thoughts on the writing process
P. C. Wason (1980)
Self-efficacy and ability in achievement behavior. Paper presented at the Annual Meeting of the American Educational Research Association, New York
Collins (1982)
10.1037/0022-3514.45.5.1017
Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems.
A. Bandura (1983)
10.2307/357836
Write to learn
D. Murray (1984)
10.1080/00461528409529281
Self-Efficacy Perspective On Achievement Behavior
D. H. Schunk (1984)
The self-efficacy perspective on achievement
D. H. Schunk (1984)
Social Foundations of Thought and Action: A Social Cognitive Theory
A. Bandura (1985)
Self-efficacy and ability in achievement behavior
J. Collins (1985)
10.3102/00028312023004614
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
B. Zimmerman (1986)
10.1016/0361-476X(86)90027-5
Becoming a Self-Regulated Learner: Which Are the Key Subprocesses?.
B. Zimmerman (1986)
10.1016/0749-5978(86)90028-2
Differential engagement of self-reactive influences in cognitive motivation
A. Bandura (1986)
Development of self-regulated learning: Which are the key subprocesses?
B J Zimmerman (1986)
Development of a structured interview
B. J. Zimmerman (1986)
Development of self-regulated learning: Which are the key
B. J. Zimmerman (1986)
10.4324/9780203812310
The psychology of written composition
C. Bereiter (1987)
10.1037/0022-0663.80.3.284
Construct Validation of a Strategy Model of Student Self-Regulated Learning
B. Zimmerman (1988)
Construct validation of a strategy
B. J. Zimmerman (1988)
Human Agency in Social Cognitive Theory
L. Taylor (1989)
10.1037/0022-3514.56.3.407
Impact of conceptions of ability on self-regulatory mechanisms and complex decision making.
R. Wood (1989)
10.1037/0022-0663.81.3.353
Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy.
S. Graham (1989)
10.1037/0022-0663.81.2.155
Self-Modeling and Children's Cognitive Skill Learning.
D. H. Schunk (1989)
10.1177/001440298905600305
Improving Learning Disabled Students' Skills at Composing Essays: Self-Instructional Strategy Training
S. Graham (1989)
10.1007/978-1-4612-3618-4
Self-regulated learning and academic achievement: Theory, research, and practice.
B. Zimmerman (1989)
10.1007/978-1-4612-3618-4_5
Self-Regulated Learning: A Volitional Analysis
L. Corno (1989)
10.1007/978-1-4612-3618-4_4
Social Cognitive Theory and Self-Regulated Learning
D. H. Schunk (1989)
10.1207/S15326985EP2501_2
Self-Regulated Learning and Academic Achievement: An Overview
B. Zimmerman (1990)
10.1037/0022-0663.82.1.51
Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use.
B. Zimmerman (1990)
10.1207/S15326985EP2501_7
Development Aspects of Self-Regulated Learning
S. Paris (1990)
Self-regulation of motivation through anticipatory and self-reactive mechanisms.
A. Bandura (1990)
10.1207/S15326985EP2501_3
Self-Regulated Learning: Monitoring Learning From Text
M. Pressley (1990)
10.1007/BF01322178
Self-regulating academic learning and achievement: The emergence of a social cognitive perspective
B. Zimmerman (1990)
Self-Regulating Academic Learning and Achievement: The Emergence of Cognitive Perspective a Social
B. Zimmerman (1990)
10.1207/S15326985EP2501_5
Putting the Self in Self-Regulated Learning: The Self as Agent in Integrating Will and Skill
B. Mccombs (1990)
10.1207/S15326985EP2501_4
Developing Self-Regulated Learners: The Role of Private Speech and Self-Instructions
K. Harris (1990)
Self-regulated learning: Monitoring learning
M. Pressley (1990)
Student differences in self-regulated
B. J. Zimmerman (1990)
Write to learn (3rd ed
D. M. Murray (1990)
Developmental aspects of self-regulated learning
S. G. Paris (1990)
10.5465/AMR.1991.4278976
A Theory of Goal Setting and Task Performance
Henry L. Tosi (1991)
10.1177/016502549101400203
Influence of Self-Efficacy on Self-Regulation and Performance among Junior and Senior High-School Age Students
Thérèse Bouffard-Bouchard (1991)
10.1037/0022-3514.60.6.941
Self-regulatory mechanisms governing the impact of social comparison on complex decision making.
A. Bandura (1991)
10.1016/0749-5978(91)90022-L
Social cognitive theory of self-regulation☆
A. Bandura (1991)
Self-regulatory mechanisms governing socialcomparison effects on complex decision making
A. Bandura (1991)
Social cognitive theory of self-regulation. Organizational Behavior and Human Performance
A Bandura (1991)
10.1111/J.1464-0597.1992.TB00688.X
A Theory of Self-regulation: Action versus State Orientation, Self-discrimination, and Some Applications
J. Kuhl (1992)
10.2307/1163261
Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
B. Zimmerman (1992)
Perceptions of efficacy and strategy use in the self-regulation of learning
B. J. Zimmerman (1992)
Self-motivation for aca
B. J. Zimmerman (1992)
10.1006/CEPS.1993.1024
Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement
D. H. Schunk (1993)
10.1207/S15326985EP2802_3
Perceived Self-Efficacy in Cognitive Development and Functioning
A. Bandura (1993)
Self-regulating academic study time: A strategy approach
Zimmerman (1994)
Self-regulation of learning and performance: Issues and educational applications.
D. H. Schunk (1994)
10.1017/CBO9780511527692.009
Self-efficacy and educational development
B. Zimmerman (1995)
Survey shows U.S. children write seldom and not well
De Witt



This paper is referenced by
10.1007/S41465-021-00206-7
Assessing the Impact of Expectations in Cognitive Training and Beyond
Sylvie Denkinger (2021)
10.33400/KUJE.907447
Ortaokul öğrencilerinin özetleme başarıları ile özetlemeye yönelik tutumları ve özyeterlik algıları arasındaki ilişki
Gökhan Çetinkaya (2021)
10.1080/09588221.2021.1888753
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study
M. Rahimi (2021)
10.3390/EDUCSCI11030121
The Effect of Digital Device Usage on Student Academic Performance: A Case Study
Maria Limniou (2021)
PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF- EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF
Shao-Na Zhou (2021)
10.1016/J.JSLW.2021.100810
Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics
Karin Zotzmann (2021)
10.1016/j.asw.2020.100504
The role of L2 writing self-efficacy in integrated writing strategy use and performance
S. Golparvar (2021)
10.1007/s10578-020-01099-x
Randomised Controlled Trial of Study Without Stress: A Cognitive Behavioural Therapy Program to Reduce Stress in Students in the Final Year of High School.
C. Lowe (2021)
10.5430/IJHE.V10N3P169
A Review of Self-Regulated Learning and Self-Efficacy: The Key to Tertiary Transition in Science, Technology, Engineering and Mathematics (STEM)
Conner Blackmore (2021)
10.1145/3411764.3445683
Effective Interfaces for Student-Driven Revision Sessions for Argumentative Writing
T. Afrin (2021)
10.1007/s40299-021-00591-9
Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback
Jui-Jung Tsao (2021)
10.7575/aiac.alls.v.12n.3.p.22
Self-regulated Learning Strategies of Learners of English in a Turkish State University to Improve their Language Proficiency
Burak Tomak (2021)
10.1080/03004279.2020.1849342
Pupils’ views about their learning in writing: a qualitative study of a primary school in the North East of England
D. Kokotsaki (2021)
10.1080/10573569.2020.1867677
Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students’ Sample
İsmail Sarikaya (2021)
International Perspectives on Writing Curricula and Development
Gustaf Bernhard Skar (2021)
10.1007/s11409-020-09255-3
The MAPS model of self-regulation: Integrating metacognition, agency, and possible selves
L. Frazier (2021)
10.1177/13621688211006881
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing
L. Teng (2021)
10.29000/RUMELIDE.949696
Investigating the relationship between the perception of self-efficacy and the use of self-regulated learning strategies in the English writing skill
Sevda Balaman (2021)
10.1007/S10639-021-10511-5
Preparing pre-service teachers to integrate teaching technologies into their classrooms: Examining the effects of teaching environments based on open-ended, hands-on and authentic tasks
H. Durak (2021)
10.1016/J.ASW.2020.100509
Writing motivation: A validation study of self-judgment and performance
Guangming Ling (2021)
10.3389/feduc.2021.660169
The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century
F. Pellaud (2021)
10.1016/J.ASW.2021.100545
The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI): A tool for measuring beliefs about writing
Tracey S. Hodges (2021)
10.1016/J.IJER.2021.101751
Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses
Clarence Ng (2021)
10.1177/1478210319895189
Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway
I. Engeness (2020)
10.1016/j.colegn.2019.11.007
Self-regulated learning instructional support for students enrolled in an accelerated nursing program
S. Irvine (2020)
10.3390/su12198266
The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge
Rosario Arroyo González (2020)
Investigating Relations between Self-Regulated Reading Behaviors and Science Question Difficulty
Effat Farhana (2020)
Contemplative WAC: Testing a Mindfulness-based Reflective Writing Assignment
J. Featherstone (2020)
10.1016/j.system.2020.102312
Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports
Xuyan Qiu (2020)
10.1002/pits.22408
Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention
Lisa M. Ridgley (2020)
How Race Can Impact Our Writing Self-Efficacy in College Composition.
Paris Ryan (2020)
10.33603/rill.v3i3.4105
STUDENTS’ PERCEPTION TOWARD THE ENACTMENT OF METACOGNITIVE INSTRUCTION IN AN EFL WRITING CLASS: LESSON LEARNED FROM A PRIVATE UNIVERSITY IN INDONESIA
Ani Fiani (2020)
See more
Semantic Scholar Logo Some data provided by SemanticScholar