Writing integrates cognitive and metacognitive processes as a function of constraints related to the context in which writing occurs (Hacker, 2009). Also, motivational variables such as self-efficacy contribute to writing processes (Ekholm et al., 2015; Zumbrunn et al., 2019). However, the types of writing self-efficacy play differentiated roles in writing performance, as found by several researchers (Ekholm et al., 2015; 2014; Zumbrunn et al., 2019). Our paper aims to explore the relationship between 1) different types of writing self-efficacy (i.e. related to language skills, content and self-regulation) and metacognitive components and 2) the writing performance. Several instruments are used: the MCPW-I (Escorcia & Gimenes, 2020), and an adapted French version of the Bruning et al. (2018) instrument and the Efklides & Vlachopoulos (2012)’ questionnaire. Swiss and French university students filled out these instruments and the results will be correlated with writing performance. We found different relationships between self-efficacy and writing performance depending on the type of self-efficacy, and positive and significant interactions between the writing performance and the self-declared metacognitive processes.