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The investigation reported in this chapter was concerned with the relationship of measures of interest and measures of self-efficacy in the context of students' expository writing on science topics. How differential access (electronic vs. hard copy format) to topic-related information influences writing performance was also investigated. Adolescents' behavioral and affective responses were measured as they performed a science-related expository writing task. More specifically, interest and self-efficacy measures were collected prior to and subsequent to the writing task. The findings demonstrated that students' interest in specific writing topics and their self-efficacy for the writing task were important factors that positively influenced their writing performance. Whereas the experimental writing conditions did not produce consistent differences in the adolescents' writing quality or quantity across topics, there was some evidence that the web access as opposed to the hard copy condition contributed to students' self-efficacy. In contrast, the findings indicated that the hard copy condition produced higher quality compositions than the two electronic conditions.

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