This study examined the influence of training in scholarly communication on the writing self-efficacy of master’s degree students of Kyambogo University. Guided by the Programme Theory, the study investigated the influence of scholarly communication training content and training strategies on students’ writing self-efficacy. Guided by a quantitative approach, a correlational survey research design was adopted. Data was collected from a sample of 250 master’s students using a structured self-administered questionnaire. The data was analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings obtained from the structural model revealed that both training content and training strategies had a significant influence on self-efficacy for writing. Particularly, training strategies proved to be more influential compared to training content. The model demonstrated substantial explanatory power, accounting for 77.5% of the variance in writing self-efficacy. The findings support Programme Theory, which emphasises the alignment between training inputs, delivery processes, and learning outcomes. The study concludes that while the provision of relevant scholarly communication content is important, the effectiveness of training largely depends on the use of effective delivery strategies. The study suggests that institutions of higher education should enhance their training of scholarly communication through incorporating extensive writing content and engaging effective instructional strategies such as collaborative writing, feedback, and exercises. This is necessary to increase the students’ confidence, competence, and self-regulation in writing. The practical significance of the study is that it provides evidence to university administrators, curriculum developers, and graduate educators that appropriate scholarly communication content and effective training strategies are actionable interventions to improving master’s degree students’ writing self-efficacy, ultimately improving the quality of their academic writing outcomes.