Abstract:
Several psychological characteristics, notably self-efficacy, apprehension, and
writing motivation, are believed to be associated with the influence of shaping an
individual's ability to write. Additionally, there has been a scarcity of research into
the relationship between writing self-efficacy, apprehension, and motivation in the
environment of EFL Libyan students, as well as the influence of those affective
characteristics on writing achievement. As a consequence, the primary objective of
this study was to respond to the stated needs in the relevant literature, which was
largely focused on the relationship between affective factors and student writing
achievement.
As a result, the current study evaluated the relationship between writing self efficacy, motivation and writing apprehension among Libyan EFL university
students classified by gender, as well as the influence of these elements on the
student's overall writing achievement. Moreover, gender differences in writing self efficacy were investigated as well. The study included 51 Libyan EFL students and
employed a correlation research design as well as a data gathering approach that
included three questionnaires in addition to the final writing course results. SPSS
statistical software was used to get insights into the results.
According to the study, the three emotional components connected positively
with one another. More importantly, motivation appeared to be the most influential
aspect of writing achievement. Furthermore, no gender variations in self-efficacy
were observed. The study concluded by emphasizing the significance of investigating
these elements and their critical impact on students' writing achievements. Additional
ramifications were offered to both educators and policymakers.
