Is writing affected by spelling performance and beliefs about spelling?

This study examined relations between self‐efficacy and outcome expectancy beliefs and spelling and writing performance. Perceptions about spelling and writing were assessed in 258 collegeage participants. Spelling performance was measured through a 50‐item spelling test and writing performance by a holistically scored writing sample. The most highly correlated variables included spelling outcome expectancy and writing outcome expectancy, spelling selfefficacy and writing self‐efficacy, spelling performance and spelling self‐efficacy, and spelling and writing performance. A causal model relating perceptions, spelling performance, and writing performance was proposed and its appropriateness estimated. Direct effects on spelling were found for spelling self‐efficacy, while spelling self‐efficacy had indirect effects on writing performance and spelling had a direct effect on writing performance. The causal model was discussed in terms of changing conceptions of writing instruction and traditional views of the role of spelling as a necessary component of good writing.