Flow experience and self-efficacy in undergraduates’ English learning: A weekly diary investigation with cross-lagged panel modeling approach

Abstract

With the growing interest in positive psychology, EFL learners’ positive factors, such as flow experience and self-efficacy, have been intensively researched in cross-sectional studies. However, a lack of evidence exists regarding how learners’ flow experience and self-efficacy fluctuate over time and their dynamic interplay. To bridge these gaps, based on the broaden-and-build theory, this study aims to explore the dynamic changes of flow experience and self-efficacy and their interplay by adopting a weekly diary design. Following eight consecutive weeks, this study traced 113 EFL learners with their 904 data entries. Results demonstrated that students maintained a moderate flow experience level throughout the study period, with a noticeable upward trajectory over time at the within-person level. Additionally, the level of self-efficacy consistently maintained a medium to high level with slight fluctuations. Yielded from the cross-lagged panel model, we found that self-efficacy predicts flow experience consistently and robustly over time, whereas flow experience significantly impacts self-efficacy at only three time points. This study reveals the significance of comprehending the dynamic nature of flow experience and self-efficacy in EFL learning. The findings provide practical implications for facilitating the experience of EFL learners’ flow by cultivating their self-efficacy.