The present study explored the relations of students’ age and noncognitive traits (grit, growth mindset, and college self-efficacy) on writing self-efficacy and writing motivation. Participants (N = 457) wrote a short reflection in response to a quote, after which they evaluated similar responses, purportedly written by their peers, that were either exemplary or poor. Participants who read the exemplary essays were less likely to believe they could write as well as their peers (writing self-efficacy) and less likely to write a second essay (writing motivation), demonstrating a discouragement by peer excellence effect. Grit, growth mindset, and college self-efficacy were all positive correlates of writing self-efficacy. Writing self-efficacy, in turn, predicted the willingness to write another essay. Older students reported higher levels of writing self-efficacy and exhibited greater writing motivation. Older students also reported higher levels of grit, college self-efficacy, and growth mindset. A parallel mediation analysis revealed an indirect effect of college self-efficacy on the relation between age and writing self-efficacy. These results suggest that educators should judiciously model the works of students’ exemplary peers and foster noncognitive traits that improve writing self-efficacy. The results also suggest that older students are more receptive to writing.

本研究探讨了学生年龄和非认知特质（毅力、成长心态和大学自我效能）对写作自我效能和写作动机的关系。参与者（N = 457）针对引文写了一篇简短的反思，之后他们评估了据称由他们的同行写的类似回复，这些回复要么堪称典范，要么很差劲。阅读模范文章的参与者不太可能相信自己可以像同龄人一样写作（写作自我效能感），也不太可能写第二篇文章（写作动机），这表明同侪卓越效应会产生挫败感。毅力、成长心态和大学自我效能感都与写作自我效能感呈正相关。反过来，写自我效能感可以预测写另一篇文章的意愿。年龄较大的学生报告了更高水平的写作自我效能感并表现出更大的写作动力。高年级学生的毅力、大学自我效能感和成长心态也更高。平行中介分析揭示了大学自我效能感对年龄与写作自我效能感之间关系的间接影响。这些结果表明，教育工作者应该明智地模仿学生模范同伴的作品，并培养提高写作自我效能的非认知特征。结果还表明，年龄较大的学生更容易接受写作。平行中介分析揭示了大学自我效能感对年龄与写作自我效能感之间关系的间接影响。这些结果表明，教育工作者应该明智地模仿学生模范同伴的作品，并培养提高写作自我效能的非认知特征。结果还表明，年龄较大的学生更容易接受写作。平行中介分析揭示了大学自我效能感对年龄与写作自我效能感之间关系的间接影响。这些结果表明，教育工作者应该明智地模仿学生模范同伴的作品，并培养提高写作自我效能的非认知特征。结果还表明，年龄较大的学生更容易接受写作。