I can do it: a positive psychology perspective on the development of self-efficacy in the EFL context

Abstract Students’ self-efficacy in language learning is not a static attribute but rather a dynamic construct. However, studies have seldom explored how students’ self-efficacy beliefs change over time, whether there are heterogeneities in the pattern of change among students, and what factors are associated with these patterns of change. This study aimed to (1) investigate the changes in English self-efficacy over time; (2) delve into the distinct trajectories of English self-efficacy changes; and (3) examine the relationships between trajectories of English self-efficacy changes and their predictors. A total of 452 students in secondary schools participated in the study. We combined the variable-centered (latent growth curve modeling) and person-centered (growth mixture modeling) approaches in analyzing the three-wave data over a semester. The results of the latent growth curve modeling showed students’ self-efficacy remained stable over the study period in general. Using the growth mixture modeling approach, four trajectories of self-efficacy changes were identified, involving “low decreasing”, “average stable”, “high decreasing” and “high increasing” trends. Higher prior academic achievement and exposure to mastery experience, vicarious experience, and social persuasion predicted the membership of increasing trajectories. Theoretical and practical implications are discussed.