Self-Efficacy and Its Impact on Task Value and Writing Anxiety

Self-efficacy, task value, and writing anxiety are key motivational constructs that influence learners’ engagement and performance in writing. Higher levels of self-efficacy and perceived task value are associated with greater motivation and lower writing anxiety, while low self-efficacy can increase learners' anxiety during writing tasks. Therefore, examining these constructs across genders and fields of study can provide valuable insights for developing more effective, targeted writing instruction. This study was conducted to explore the influence of self-efficacy on task value and writing anxiety. This quantitative study was conducted to explore the influence of self-efficacy on task value and writing anxiety. A convenience sample of 230 participants responded to the survey. Overall, the findings indicate that learners demonstrated high writing self-efficacy and task value while experiencing moderate cognitive and somatic anxiety but low avoidance behaviour, suggesting that positive motivational beliefs may support continued engagement in English writing despite the presence of writing-related anxiety. The findings suggest that writing instruction should address both learners’ motivational beliefs and their emotional experiences.

writing anxiety, self-efficacy, task value, ESL learners

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