writing self-esteem

The study aimed to investigate students’ self-efficacy, self-esteem, and attitude as determinants of their writing performance. The participants for the study were 373 South Gonder Zone Preparatory School students who were chosen using multistage sampling technique. Questionnaire and writing test were employed to gather data. Pearson’s Correlation technique was used to analyze the associations among the variables of this study. A standard multiple regression technique was used to check the combined effect of the students’ self-efficacy, self-esteem and attitude on the writing performance of students; a Stepwise regression technique was used to check the effect that each predictor variable could have on the students’ writing performance. Also, ANCOVA was employed to compute the independent effects of the students’ self-efficacy, self-esteem and attitude on the students’ writing performance after age and gender were adjusted. The study revealed that (1) the variables were significantly and positively correlated to each other; (2) the combined effect of the independent variables on students’ writing performance was R2 = .222 which means that 22.2% of the variation in the students’ writing performance was explained by the composite impact of self-esteem, attitude and self-efficacy of writing; (3) the independent effects of the three predictor variables on writing performance were found to be significant although attitude was identified as the only predictor of writing performance when age and gender were controlled. The study concludes that self-efficacy, self-esteem and attitude have significant roles in predicting performance of writing though attitude takes the lion’s share in determining the latter.