Andi Hamsiah, Muh. Bakri, Mas’ud Muhammadiah, Andi Rizal, Arisa Darwis, Agung Rinaldy Malik
This study develops and tests an integrative model of academic writing competence, examining the sequential interplay among Digital self-efficacy (DSE), genre awareness (GA), collaborative writing (CW), and reflective revision (RR) in Indonesian higher education. Data were collected from 750 university students and analyzed using Structural Equation Modeling with SmartPLS. The model explains 79.4% of the variance in GA, 78.1% in CW, and 77.5% in RR, indicating substantial predictive power. DSE significantly predicts GA (β = .041, f 2 = .02) and CW (β = .018, f 2 = .01), GA significantly predicts CW (β = .033, f 2 = .04), and CW significantly predicts RR (β = .039, f 2 = .05). Mediation analyses show that GA and CW sequentially transmit the effects of DSE on RR (β = .027, f 2 = .03), highlighting the cumulative and interconnected contributions of cognitive, social, and reflective dimensions. These findings provide evidence-based guidance for designing instructional strategies that integrate digital literacy, genre awareness, and collaborative practices to enhance academic writing performance. Future research should explore longitudinal or multi-method designs to validate and extend the model across diverse educational contexts. © The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Universitas Bosowa, Makassar, Indonesia; Universitas Madako Tolitoli, Indonesia; Universitas Negeri Makassar, Indonesia
