Effects of intervention on self-efficacy and text quality in elementary school students' narrative writing.

The results support previous findings of strong self-efficacy at this age. The interaction between writing self-efficacy and performance is complex. Young students may not be able to differentiate between self-efficacy, general writing skills, task performance, and self-regulation. Self-efficacy scales should thus be carefully constructed with respect to age, genre, instruction, and to students' general educational context.