Multidimensional trajectories of Chinese undergraduates’ English speaking self-efficacy: Developmental patterns and influencing factors

Abstract

This longitudinal study tracked the development of multidimensional English speaking self-efficacy among 335 Chinese college students over one semester, aiming to identify developmental patterns and influencing factors across different dimensions and patterns. Growth Mixture Modeling results revealed distinct patterns of development in different dimensions of English speaking self-efficacy. Regarding self-efficacy for oral tasks, two patterns emerged: “higher initial level with a significant increase” and “lower initial level with a significant increase.” Self-efficacy for complexity showed two patterns as well: “higher initial level with no significant change” and “lower initial level with a significant increase.” Similarly, self-efficacy for self-regulated learning also exhibited two patterns: “higher initial level with an insignificant decrease” and “lower initial level with an insignificant increase.” On the other hand, self-efficacy for accuracy and self-efficacy for fluency displayed a single pattern each, both indicating a “significant increase.” These findings indicate the presence of non-linearity and heterogeneity in the development of English-speaking self-efficacy. Furthermore, the study identified diverse factors that influence the development of English-speaking self-efficacy, including mastery experience, emotional states, and practice, among others. Notably, these influencing factors varied across different dimensions and developmental patterns.