Relationship among Writing Self-Efficacy, Self-Regulation and Academic Writing Anxiety at Postgraduate Level

Abstract

Academic writing for postgraduate research students is a challenging and sometimes anxiety-provoking process. This study aims to examine the relationship among writing self-efficacy, self-regulation and academic writing anxiety at the postgraduate level. The study was descriptive in nature. The target population of the study comprised of all the postgraduate research students of all general public universities of Punjab. A multi-stage sampling technique was used to select the postgraduate research students. The sample consisted of 480 postgraduate students from six general public universities of Punjab. Three questionnaires were adapted for which consist of a five-point Likert scale. The validity of these instruments was ensured by the expert’s opinions and the reliability of the instruments was also ensured by pilot testing of the questionnaire. The Cronbach's alpha of the questionnaire was .875 which was statistically significant. Descriptive statistics (Mean and Standard Deviation) and, inferential statistics (Pearson Correlation Coefficient) were applied to analyze the data. The findings of the study indicated that there was a positive strong relationship between writing self-efficacy and self-regulation. There was a significant inverse correlation among writing self-efficacy, self-regulation, and academic writing anxiety.