Abstract
The prevalence of writing anxiety among college students has been a pervasive concern across various academic disciplines, extending beyond Basic English courses. This study delved into the psychosocial factors contributing to writing-related challenges among students at the University of Cebu Main Campus during the 2016-2017 academic year. The data from 567 randomly selected college students enrolled in Writing in the Discipline classes were collected by implementing a descriptive-correlational research design and utilizing adapted and modified questionnaires. The research findings not only shed light on the relationship between students' profiles and their experiences of writing anxiety and motivation but also unveiled significant gender-based variations in the process and evaluation subscales of writing-related issues. Ultimately, this study underscored the substantial link between the students' chosen programs and the predictors of their writing challenges. Based on these insights, it is recommended to implement a strategic intervention program to alleviate writing anxiety and enhance motivation among college students, fostering improved writing outcomes across disciplines.
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