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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
Language: English
Authors: Jiajing Li (ORCID 0000-0002-3810-9277), Chuang Wang (ORCID 0000-0003-3372-2053)
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
FullText Text:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Jiajing+Li%22">Jiajing Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3810-9277">0000-0002-3810-9277</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chuang+Wang%22">Chuang Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3372-2053">0000-0003-3372-2053</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: 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
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China+%28Beijing%29%22">China (Beijing)</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/ejed.70447
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  Data: 0141-8211<br />1465-3435
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  Data: 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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  Data: 2026
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  Data: EJ1497908
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      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Individual Characteristics
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      – SubjectFull: Gender Differences
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