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<p>This study examined the structure, stability, reliability, and validity of writing self-efficacy among 1850 upper elementary and middle school students in Chongqing, China. Using confirmatory factor analysis (CFA), we validated a four-factor model of writing self-efficacy (ideation, conventions, self-regulation, and revision) that demonstrated good model fit and reliability. Measurement invariance testing supported the stability of the writing self-efficacy structure across gender and grade levels, confirming its robustness for group comparisons. Latent mean analyses indicated that girls reported significantly higher revision self-efficacy than boys, whereas the other dimensions were comparable across gender. Writing self-efficacy remained stable through the upper-elementary grades but declined significantly in middle school. Writing self-efficacy was moderately to strongly correlated with reading self-efficacy (<i>r</i>s = .51– .81), particularly between writing ideation and reading comprehension and between the respective self-regulation factors. This study contributes to a growing body of cross-cultural research on writing self-efficacy and extends its structural validation to a large non-Western sample.</p>

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The validity and reliability of a writing self-efficacy scale for Chinese students in grades 4–9

  • 期刊论文

  • 发表日期：

    2026年3月16日

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  • Yucheng Cao,
  • Tien Ping Hsiang,
  • Steve Graham,
  • Changchun Lin

摘要

This study examined the structure, stability, reliability, and validity of writing self-efficacy among 1850 upper elementary and middle school students in Chongqing, China. Using confirmatory factor analysis (CFA), we validated a four-factor model of writing self-efficacy (ideation, conventions, self-regulation, and revision) that demonstrated good model fit and reliability. Measurement invariance testing supported the stability of the writing self-efficacy structure across gender and grade levels, confirming its robustness for group comparisons. Latent mean analyses indicated that girls reported significantly higher revision self-efficacy than boys, whereas the other dimensions were comparable across gender. Writing self-efficacy remained stable through the upper-elementary grades but declined significantly in middle school. Writing self-efficacy was moderately to strongly correlated with reading self-efficacy (rs = .51– .81), particularly between writing ideation and reading comprehension and between the respective self-regulation factors. This study contributes to a growing body of cross-cultural research on writing self-efficacy and extends its structural validation to a large non-Western sample.