Assessing academic writing self?efficacy belief and writing performance in a foreign language context

The first purpose of this empirical study was to assess and validate the Academic Writing Self-Efficacy Belief Questionnaire (AWSEBQ) framed by social cognitive theory. second evaluate predictive effects different aspects self-efficacy beliefs on academic writing performance. Data were collected from 743 learners at a Chinese university. assessment validation process involved series rigorous confirmatory factor analyses. results validated hypothesized five-dimensional structure beliefs, including linguistic knowledge efficacy (LKE), self-regulatory (SRE), information organization (IOE), performance (WPE), rehearsal memory (RME). Model comparisons confirmed function as multidimensional construct, in which five factors intercorrelated. regression analysis demonstrated significant dimensions (i.e., LKE, SRE, IOE, WPE, RME) English foreign language (EFL) findings suggest that can explain EFL This ends providing theoretical implications for possible enhancement writing.