The DOI matches its OpenAlex record; 40 of the 40 references it cites were found in a registry or an index.
Impact of Self-Regulatory Influences on Writing Course Attainment
Abstract
The role of self-efficacy beliefs concerning the academic attainment and regulation of writing, academic goals, and self-standards on writing course achievement was studied with college freshman using path analysis. These self-regulatory variables were measured at the beginning of a writing course and related to final course grades. Students’ verbal scholastic aptitude and level of instruction were also included in the analysis. Perceptions of self-efficacy for writing influenced both perceived academic self-efficacy and personal standards for the quality of writing considered self-satisfying. High personal standards and perceived academic self-efficacy, in turn, fostered adoption of goals for mastering writing skills. Neither level of writing instruction nor verbal aptitude had any direct link to course grades. Verbal aptitude affected writing course outcomes only indirectly by its influence on personal standards. Perceived academic self-efficacy influenced writing grade attainments both directly and through its impact on personal goal setting. These paths of influence were interpreted in terms of a social cognitive theory of academic self-regulation.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
(1985) · Medical Entomology and Zoology · Cited by 19,180
Human agency in social cognitive theory.
Bandura, A. (1989) · American Psychologist · doi:10.1037/0003-066x.44.9.1175 · Cited by 8,263
Self-citationPerceived self-efficacy in cognitive development and functioning
Bandura, A. (1993) · Educational Psychologist · doi:10.1207/s15326985ep2802_3 · Cited by 7,655
Self-citationSocial cognitive theory of self-regulation
Bandura, A. (1991) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(91)90022-l · Cited by 6,875
Self-citationA Theory of Goal Setting and Task Performance
Tosi, H. L., Locke, E. A., & Latham, G. P. (1991) · The Academy of Management Review · doi:10.2307/258875 · Cited by 4,839
Tosi, H. L. (1991) · Academy of Management Review · doi:10.5465/amr.1991.4278976 · Cited by 4,145
Self-Regulated Learning and Academic Achievement: An Overview
Zimmerman, B. J. (1990) · Educational Psychologist · doi:10.1207/s15326985ep2501_2 · Cited by 3,687
Self-citationThe Psychology of Written Composition
Cumming, A., Bereiter, C., & Scardamalia, M. (1989) · The Modern Language Journal · doi:10.2307/327270 · Cited by 2,807
Self-efficacy in changing societies
Milne, S. (1999) · Journal of Health Psychology · doi:10.1177/135910539900400207 · Cited by 2,333
Lambert, N. M., Ketzenberger, K. E., & Kemp, C. A. (2014) · Encyclopedia of Special Education · doi:10.1002/9781118660584.ese0122 · Cited by 2,220
Cited by
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 10,197
Self-citationZimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Self-citationSelf-Efficacy Beliefs in Academic Settings
Pajares, F. (1996) · Review of Educational Research · doi:10.2307/1170653 · Cited by 4,688
Self-Efficacy: An Essential Motive to Learn
Zimmerman, B. J. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1016 · Cited by 4,294
Self-citation
Metadata
- Authors
- Zimmerman, B. J., & Bandura, A.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publishing
- Published
- 1994-01-01
- Volume
- 31
- Issue
- 4
- Pages
- 845-845
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2127145329
- Cited by
- 1,237
- References
- 40
- FWCI
- 11.67
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Impact of Self-Regulatory Influences on Writing Course Attainment. https://app.cochat.ai/papers/10.2307/1163397
- The paper
- Zimmerman, B. J., & Bandura, A. (1994). Impact of Self-Regulatory Influences on Writing Course Attainment. American Educational Research Journal. https://doi.org/10.2307/1163397
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
