A Person-Centered Analysis of Chinese EFL Learners' Self-Efficacy and Value Beliefs: Associations with Social Support, Engagement and Academic Achievement
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| Title: | A Person-Centered Analysis of Chinese EFL Learners' Self-Efficacy and Value Beliefs: Associations with Social Support, Engagement and Academic Achievement |
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| Language: | English |
| Authors: | Jiajing Li (ORCID |
| Source: | European Journal of Education. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Self Efficacy, English (Second Language), Second Language Learning, Student Centered Learning, Value Judgment, Peer Influence, Academic Achievement, Learner Engagement, Social Support Groups, Individual Characteristics, Gender Differences, Age Differences, Undergraduate Students, Foreign Countries |
| Geographic Terms: | China (Beijing), China |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| DOI: | 10.1111/ejed.70447 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Self-efficacy and value are key determinants of English as a foreign language (EFL) learning achievement, yet past studies predominantly focused on the average level of students' self-efficacy and value by using variable-centered approaches. Studies on individual differences in EFL learners' self-efficacy and value are still in their infancy. Thus, a person-centered approach (i.e., latent profile analysis) was adopted to identify profiles of students' self-efficacy and value with 491 Chinese EFL learners. Four profiles emerged: (a) low self-efficacy and value; (b) low self-efficacy but medium value; (c) medium self-efficacy and value; and (d) high self-efficacy and value EFL learners. Findings indicated that support from peers emerged as the strongest factor associated with the profile memberships. Moreover, the high self-efficacy and value learners had the highest engagement and academic achievement in learning English. Theoretically, the study extended the Situated Expectancy-Value Theory to the EFL context. Practically, the study underscores the significance of self-efficacy for Chinese EFL learners and recommends placing a stronger emphasis on peer support. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497908 |
| Database: | ERIC |
| Abstract: | Self-efficacy and value are key determinants of English as a foreign language (EFL) learning achievement, yet past studies predominantly focused on the average level of students' self-efficacy and value by using variable-centered approaches. Studies on individual differences in EFL learners' self-efficacy and value are still in their infancy. Thus, a person-centered approach (i.e., latent profile analysis) was adopted to identify profiles of students' self-efficacy and value with 491 Chinese EFL learners. Four profiles emerged: (a) low self-efficacy and value; (b) low self-efficacy but medium value; (c) medium self-efficacy and value; and (d) high self-efficacy and value EFL learners. Findings indicated that support from peers emerged as the strongest factor associated with the profile memberships. Moreover, the high self-efficacy and value learners had the highest engagement and academic achievement in learning English. Theoretically, the study extended the Situated Expectancy-Value Theory to the EFL context. Practically, the study underscores the significance of self-efficacy for Chinese EFL learners and recommends placing a stronger emphasis on peer support. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70447 |
