Confused, Anxious, and Frustrated: The Mediating Role of Epistemic Emotions between Writing Self-Efficacy and Psychological Well-Being in Graduate Students

The present study examined the extent to which writing-related epistemic emotions mediated the relationship between writing self-efficacy and psychological well-being outcomes in graduate students. Writing self-efficacy directly predicts lower levels in burnout, imposter syndrome, and quitting intentions, as well as indirectly through the mediational relationships of confusion, anxiety, and frustration.