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of Teaching and Learning  \n\n| Volume 6 | Issue 1 | Article 4 |\n| --- | --- |\n| 3-31-2015\u003Cbr>Anxiety and Self-efficacy’s Relationship with Undergraduate Students’ Perceptions ofthe use of Metacognitive Writing Strategies\u003Cbr>Graeme Stewart\u003Cbr>Ontario Institute for Studies in Education, University of Toronto, jg.stewart@mail.utoronto.ca\u003Cbr>Tricia Anne Seifert\u003Cbr>Montana State University and Ontario Institute for Studies in Education, University of Toronto, [tricia.seifert@utoronto.ca](tricia.seifert@utoronto.ca)\u003Cbr>Carol Rolheiser\u003Cbr>Ontario Institute for Studies in Education, University of Toronto, carol.rolheiser@utoronto.ca\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Psychology Commons, and the Higher Education Commons\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2015.1.4](http://dx.doi.org/10.5206/cjsotl-rcacea.2015.1.4) |  |\n\nRecommended Citation  \nStewart, G., Seifert, T. A., & Rolheiser, C. (2014). Anxiety and Self-efficacy’s Relationship with Undergraduate Students’ Perceptions of the use of Metacognitive Writing Strategies  \nAnxiety and Self-efficacy’s Relationship with Undergraduate Students’Perceptions ofthe use of Metacognitive Writing Strategies  \nAbstract  \nThere is growing interest in promoting metacognition among college and university students, as this has been linked with positive student learning outcomes. This study explores the relationship between student writing anxiety and self-efficacy on undergraduate students’ self-reported use of metacognitive writing strategies. Using undergraduate student survey data from a large, research-intensive university in Ontario, Canada, we found reductions in writing anxiety and increased self-efficacy had a statistically significant association with students’ perceptions of using metacognitive writing strategies. These findings have implications for both theory and practice. They demonstrate that writing metacognition is influenced by emotional factors, such asthe level of anxiety and the extent of self-beliefs around writing. It also suggests that writing interventions that seek to reduce anxiety and increase undergraduate students’ self-efficacy with respect to writing may positively enhance students’ use of metacognitive writing strategies, and ultimately improve student writing outcomes.  \nOn s’intéresse de plus en plus à promouvoir la métacognition parmi les étudiants des collèges et des universités car ce processus a été lié avec des résultats d’apprentissage positifs. Cette étude explore la relation qui existe entre l’anxiété que les étudiants ressentent devant les travaux d’écriture et l’efficacité personnelle tel que rapporté dans des questionnaires portant sur l’usage de stratégies d’écriture métacognitives remplis par des étudiants de premier cycle. À partir de données de sondages menés auprès d’étudiants de premier cycled’une grande université d’Ontario, Canada, centrée sur la recherche, nous avons découvert que la réduction del’anxiété ressentie devant les travaux d’écriture et l’augmentation de l’efficacité personnelle présentaient une association statistiquement significative avec les perceptions des étudiants qui utilisaient des stratégiesd’écriture métacognitives. Ces résultats ont des implications à la fois théoriques et pratiques. Ils prouvent que la métacognition en écriture est influencée par des facteurs émotionnels, tels que le degré d’anxiété et la portée des auto-croyances en ce qui concerne les travaux d’écriture. Ils suggèrent également que les interventionsd’écriture qui tentent de réduire l’anxiété et d’augmenter l’efficacité personnelle des étudiants en ce qui a trait à l’écriture pourraient améliorer de façon positive l’emploi fait par les étudiants de stratégies d’écrituremétacognitives et, en fin de compte, améliorer les résultats des étudiants en matière d’écriture.  \nK","cbCaidAeB8rEfOdy","https://ap.wps.com/l/cbCaidAeB8rEfOdy","pdf",211008,"English","# Anxiety and Self-efficacy’s Relationship with Undergraduate Students’ Perceptions of the use of Metacognitive Writing Strategies\n## Abstract\n## Keywords","[{\"question\":\"What does the study investigate about undergraduate writing?\",\"answer\":\"It investigates the relationship between writing anxiety and self-efficacy and how these relate to students’ self-reported use of metacognitive writing strategies.\"},{\"question\":\"What do the findings suggest about writing anxiety and self-efficacy?\",\"answer\":\"Reductions in writing anxiety and increases in self-efficacy show a statistically significant association with students’ perceptions of using metacognitive writing strategies.\"},{\"question\":\"What implications are drawn for interventions?\",\"answer\":\"Interventions that reduce writing anxiety and increase undergraduate students’ self-efficacy may positively enhance students’ use of metacognitive writing strategies, improving writing outcomes.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Vol 6 - Issue 1 - Article 4 | PDF",1792081357,48]