The Impact of Writing Self-Efficacy, Writing Apprehension, and Writing Motivation on Writing Performance: Examining Gender Differences

Abstract

While writing performance has been linked to psychological factors, few studies have explored gender differences in this relationship, particularly in a Moroccan EFL context. This study delves into the complex dynamics of Moroccan EFL students' writing self-efficacy, anxiety, motivation, and performance, exploring gender differences in the relationships among these constructs. The Academic Writing Motivation Questionnaire (AWMQ), the Self-Efficacy for Writing Scale (SEWS), and the Second Language Writing Anxiety Inventory (SLWAI) were used in a cross-sectional study that drew data from 729 students (351 men and 378 females) from four different universities. The correlations between psychological characteristics and writing skill varied significantly among genders, according to Partial Least Squares Structural Equation Modeling (PLS-SEM). For females, writing apprehension showed a strong negative relationship with performance (β = -0.567, p < 0.001), while writing motivation demonstrated a positive relationship (β = 0.206, p < 0.001). Writing self-efficacy was negatively related to performance for females (β = -0.338, p < 0.005). For males, only writing self-efficacy showed a significant positive relationship with performance (β = 0.130, p < 0.05). The findings suggest that gender plays a crucial moderating role in how psychological factors influence writing performance, with females showing more pronounced relationships across all measured constructs. These results have significant implications for developing gender-sensitive writing instruction approaches in EFL contexts and highlight the need for differentiated pedagogical strategies that address the unique psychological profiles of male and female writers.