High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

中文翻译：

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学习者的自主性，自我调节能力和自我效能感信念–如何支持学生的学术写作技能？

较高的自我效能感信念和有效的自我调节策略在学术环境中，尤其是在发展学术写作技能方面，变得越来越重要。本文探讨了学生如何在两种不同的教学环境中（作为自主学习者和在传统学习环境中）发展学术写作技能，以及这如何与学生的自我调节策略和自我效能感信念相关联。在这项研究中，自我调节技能是指负责，管理和组织学习过程的能力，而自我效能感则被定义为学生完成一项广泛任务和成功感的信心的力量。该方法是定量的，包括一些定性元素，数据是通过150名学生回答的调查得出的，他们参加了学术写作课程之后。该调查包括1个开放式问题和16个多项选择题（五分李克特量表）。使用SPSS分析数据。结果表明，与传统的学习环境中的自我调节能力和自我效能感信念相比，学生应该更独立地工作并且教师不能同时获得同等支持的学习环境中，自我调节能力和自我效能感信念对学习学术写作技能的影响更大。程度。