This study highlighted the importance of academic self-efficacy beliefs to academic grades in Higher Education. It took a quasi-experimental approach to assess the effectiveness of three different writing workshop conditions on a group of Foundation degree students; one of which fostered self-efficacy beliefs alongside developing writing skills. Correlational analysis was then carried out to investigate the relationship between assignment grades, academic goals and performance self–efficacy, and analysed to determine the impact of the different workshop conditions. Following this, semi-structured interviews, explored the relative influence of each of the four sources of self-efficacy on their writing beliefs. It offers key recommendations to those supporting students with their writing development.
Association for Learning Development in Higher Education