The relation of college student self-efficacy toward writing and writing self-regulation aptitude: writing feedback perceptions as a mediating variable

Abstract

Despite the powerful effect feedback often has on student writing success more research is needed on how students emotionally react to the feedback they receive. This study tested the predictive and mediational roles of college student writing self-efficacy beliefs and feedback perceptions on writing self-regulation aptitude. Results suggested that students' perceptions of the feedback they receive on their writing assignments partially mediated the relationship between writing self-efficacy and writing self-regulation beliefs.