The relationship between writing self-efficacy and writing disposition: The moderating role of gender

Writing is a multifaceted and challenging process that involves cognitively complex operations as well as affective and social dimensions. One of the characteristics of students who can overcome the difficulties encountered in this multifaceted process is that they have high writing self-efficacy. The purpose of this study is to examine the relationship between middle school students' writing self-efficacy and their writing dispositions and to determine whether gender plays a moderating role in this relationship. The study was conducted within the framework of correlational design, one of the quantitative research methods. The research data were collected from a total of 372 secondary school students (196 female, 176 male) determined by cluster sampling method. Writing Self-Efficacy Scale and Writing Disposition Scale were used as data collection tools. The data were analyzed using Process Macro developed by Hayes (2022) and integrated as an add-on to SPSS software. The findings of the study revealed that writing self-efficacy significantly predicted writing disposition; however, gender did not have a moderating effect on this relationship. In line with the results obtained, various suggestions for future studies in the field of writing education were made