Scholarly Communication Training and Writing Self-Efficacy of Master’s Degree Students of Kyambogo University

Abstract

This study examined the influence of scholarly communication training on writing self-efficacy among master’s degree students at Kyambogo University. Guided by Programme Theory, it assessed the effects of training content and training strategies on students’ writing self-efficacy. A quantitative correlational survey design was used, involving a sample of 250 master’s students who completed a structured self-administered questionnaire. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Findings from the structural model indicated that both training content and training strategies had a significant positive influence on writing self-efficacy, with training strategies showing a stronger effect than training content. The model demonstrated substantial explanatory power, accounting for 77.5% of the variance in writing self-efficacy. The study supports Programme Theory, highlighting the importance of alignment between training inputs, delivery processes, and outcomes. It concludes that while relevant scholarly communication content is essential, effective training strategies play a more critical role in enhancing students’ writing self-efficacy. The study recommends that higher education institutions strengthen scholarly communication training by integrating comprehensive writing content with interactive instructional strategies such as collaborative writing, feedback, and practical exercises. These interventions can improve students’ confidence, competence, and self-regulation in academic writing, ultimately enhancing the quality of graduate writing outcomes.