Measuring multiple-source based academic writing self-efficacy

Although writing self-efficacy has been a productive line of research for several decades, no prior measure focused on students’ integrating information across multiple sources when producing an academic text. To fill this gap in existing the measurement motivation, we designed targeting extent to which students are confident that they can write text integrates content from different sources. In study with Norwegian undergraduate ( n = 136), measure, called Multiple-Source based Academic Self-Efficacy Scale (MAWSES), was validated by means confirmatory factor analysis and relationships between resulting unitary construct other relevant constructs. The findings provided evidence concerning reliability validity MAWSES. future research, could be included as independent variable predict processes products multiple-source based, integrated writing, moderator or mediator effects intervention outcome its own right.