Writing-related Activities, Ability to Perform, and Contextual Influences as Determinants of Student Writing Self-efficacy

Abstract

Across educational contexts, many students perceive writing as challenging and consequently exhibit low writing self-efficacy, which negatively affects their engagement in writing tasks. This study aimed to determine the predictive influence of writing-related activities, ability to perform, and contextual influences on students’ writing self-efficacy. Specifically, it sought to assess the levels of these variables, examine their relationships, and determine their combined predictive strength on writing self-efficacy. The study was conducted during the academic year 2025–2026 in a selected private college in Toril, Davao City, Philippines. The respondents consisted of 300 second- and third-year Bachelor of Science in Criminology students, selected through complete enumeration sampling. Data were gathered using an adapted and validated survey questionnaire designed to measure writing-related activities, ability to perform, contextual influences, and writing self-efficacy. Using a predictive research design and multiple linear regression analysis, the findings revealed that the model significantly predicts writing self-efficacy, explaining 50.5% of its variance, indicating a moderate level of predictive strength and supporting Social Cognitive Theory. The results suggest that while the identified variables play a substantial role, other factors may also contribute to students’ writing self-efficacy. It is recommended that further studies explore additional variables and that instructional programs be implemented to enhance writing engagement and supportive learning environments.