Perceived Writing Self-Efficacy Across Gender and Study Level among EFL Undergraduates: A Mixed-Methods Study

Abstract

While extensive research has underscored the role of self-efficacy in academic performance, far less attention has been given to how writing self-efficacy develops and varies across educational stages and gender. Recognizing this gap, the present study employs a correlational cross-sectional design to examine Moroccan university students’ writing self-efficacy beliefs and to explore potential differences across study levels and gender. Data collection included 177 students from semester 2 and semester 6, who completed a writing self-efficacy scale assessing four dimensions: linguistic, self-regulatory, genre-based, and class performance, followed by semi-structured interviews with 14 students. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were processed thematically. Results indicated that students reported the highest self-efficacy in linguistic skills, followed by self-regulatory and genre-based skills, with the lowest in class performance self-efficacy. Analysis revealed a statistically significant difference in overall self-efficacy across study levels, with higher-level students demonstrating greater confidence. However, no significant difference was observed between male and female students. These quantitative findings suggest that self-efficacy in academic writing may develop with academic progression but is not strongly influenced by gender differences. Interview data indicated that Moroccan undergraduates perceive writing self-efficacy as a dynamic and evolving construct, influenced by personal experiences, social interactions, and emotional factors. The results have important implications for instructional practices aimed at fostering students’ confidence and competence in academic writing at the tertiary level.