The structure of ability beliefs in EFL classrooms
A cross-theoretical analysis bridging self-efficacy and perceived competence needs satisfaction
Bibliographic Data
| ID | 11989966 |
|---|---|
| Authors | Emiko Hirosawa (0000-0002-5497-0091, Waseda University, corresponding author), Yuka Kono (0009-0002-3492-7851, Waseda University), W L Quint Oga-Baldwin (0000-0003-3455-6456, Waseda University) |
| Year | 2024 |
| Volume | 124 |
| Pages | 103383-103383 |
| Publication date | 2024-06-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2024.103383 |
| OpenAlex | W4400041927 |
| Language | EN |
| Citations received | 5 |
| References cited | 41 |
Theoretical parsimony represents one avenue forward for the study of positive psychology in language education. This study examined two well-recognized but interconnected concepts in the context of second language classrooms: academic self-efficacy rooted in Social Cognitive Theory and competence need satisfaction derived from Self Determination Theory. The investigation sought to show the distinctions and intersections in these constructs, underscoring the necessity for empirical scrutiny to establish their coherent definitions. We aim to present both concepts within a unified framework in order to facilitate a meaningful connection between the two theories. A sample comprising 181 students attending a private junior-high school in urban Japan participated in this study by completing widely used scales measuring self-efficacy and perceived competence. The research employed conventional independent cluster confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor-CFA, bifactor-ESEM, and the S-1 model for comparative analysis. Among these, the S-1 model emerged as the most theoretically sound model with a good fit and absence of anomalies. Furthermore, the factor representing global perceived competence needs satisfaction exhibited a strong association with students’ later academic achievements. These results indicate the potential cross-theoretical nature of competence beliefs and carry implications for both theory and practice in the psychology of language learning
Competence (human resources · Developmental psychology · Exploratory factor analysis · Mathematics education · Psychometrics · Self-efficacy · Structural equation modeling · Computer Science · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation
How teaching shapes motivations to learn across middle school subjects
Validation crisitunity
Adolescent Control Belief Profiles
Effects of Basic Needs and Course Self-Efficacy on Agentic Engagement Among Pre-Service Chinese Teachers
Psychometric validation of a knowledge, attitudes, and practices (KAP) scale for breast cancer screening among Chinese women
Self-Determination Theory
Mathematics self-efficacy and mathematics performances
Self-efficacy
Anomalous results in G-factor models
The murky distinction between self-concept and self-efficacy
Evaluating bifactor models
On the Functional Properties of Perceived Self-Efficacy Revisited
The influence of academic self-efficacy on academic performance
A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality
Academic Self-Concept and Self-Efficacy
When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions.
Exploratory Structural Equation Modeling
The effect of learning adaptability on Chinese middle school students’ English academic engagement
Asian Education Miracles
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
The critical role of the individual in language education
A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers
Academic self-efficacy, task importance and interest
Internalization of biopsychosocial values by medical students
Introducing positive psychology to SLA
Self-efficacy latent growth trajectories' longitudinal links with achievement and interest
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |