Empirical Properties of a Scale to Assess Writing Self-Efficacy in School Contexts

The psychometric properties of a scale assessing the writing self-efficacy of 1.258 students from Grades 4 to II were analyzed with exploratory factor analysis. Two factors emerged. I designating basic grammar skills and I designating more advanced composition skills. The Writing Self-Efficacy Scale (F. Pajares & G. Valiante, 1999) functioned equally well at each academic level assessed.