RELATIONSHIP BETWEEN WRITING SELF-EFFICACY AND STUDENTS’ ACADEMIC SATISFACTION AT UNIVERSITY LEVEL

Abstract

Present study aimed to examine relationship between students’ writing self-efficacy and academic satisfaction at university level. The study was correlational in nature. Sample of the study was comprised of 200 university students. The research instrument Writing Self-Efficacy Index (RWSI) scale developed by Ho (2016) was adopted to conduct the study. Reliability of the instrument was .842.  The second instrument Academic Satisfaction scale was adopted by the researcher and reliability value of the scale was .779. Data were analysed by using inferential statistics. Study findings revealed that a significant strong correlation between writing self-efficacy and students’ academic satisfaction was found at university level. Findings further revealed significant mean difference existed between male and female students’ writing self-efficacy, however an insignificant difference was found between male and female students’ academic satisfaction at university level. On the other hand, an insignificant mean difference existed among university students’ writing self-efficacy based on their degree program and age was found, whereas a significant mean difference existed among university students’ academic satisfaction based on their degree program and age.