Content area
Abstract
Motivation researchers have shown that girls typically report greater writing self-efficacy than do boys, but this difference is nullified when gender orientation beliefs are controlled. Instead, holding a feminine orientation is associated with writing self-efficacy. Gender orientation beliefs develop early and become more pronounced with age, but researchers have not determined whether and, if it does, to what extent this developmental aspect of gender orientation beliefs influences the beliefs that students hold about their academic capabilities. The purpose of this study was to determine whether the influence of gender orientation beliefs on writing self-efficacy vary as a function of age. Consistent with previous findings, gender differences in writing self-efficacy were rendered nonsignificant when gender orientation beliefs were controlled, and femininity had a positive influence. These results strengthen the contention that gender differences in writing self-efficacy are a function of gender orientation beliefs, particularly beliefs favoring a feminine orientation. However, results differed from those of previous investigations in that masculinity exercised a modest influence on self-efficacy and the relationship between femininity and self-efficacy was curvilinear. Increased femininity resulted in higher self-efficacy until a moderate level of femininity was reached. Beyond a moderate level, increased femininity did not result in higher confidence. The relationship between age and writing self-efficacy was also curvilinear. Writing self-efficacy diminished as students made the transition toward middle school but then increased throughout high school. The influence of masculinity and femininity on writing self-efficacy did not vary as a function of age. Findings are interpreted within the social cognitive framework provided by A. Bandura (1986).
