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The present study was aimed at investigating personality traits as predictors of writing apprehension and writing self–efficacy. To this end, 166 English major participants, both male and female were administered eight questionnaires including Writing Apprehension Test (WAT), the Self–Efficacy Scale (SWS), Attitude–Towards Writing questionnaire (WAQ), Rosenberg Self–Esteem Scale (RSES), Eysenck Personality Questionnaire (EPQ), Schutte Self Report Emotional Intelligence Test (SSEIT), Academic Writing Motivation Questionnaire (AWMQ), and Academic Self–concept Scale (ASCS). Also, the participants‘ proficiency level was determined using their scores on the Michigan Test of English Language Proficiency (MTELP). The collected data were analyzed through multiple regression procedure. The findings revealed that attitudes towards writing, emotional intelligence, and writing motivation predicted writing apprehension and self–efficacy in writing. The results of this study may be helpful for teachers, materials developers, syllabus designers and learners.<\div>

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