Learning Self-efficacy Research Articles

Students’ perception and self-efficacy in blended learning of medical nutrition course: a mixed-method research

BackgroundThe blended teaching mode, which combines online and offline learning, has gained significant traction in higher education. This study aims to explore the impact of blended learning on students’ academic performance, engagement, and self-efficacy in a medical nutrition course.MethodsA mixed-method research design was employed, involving 110 undergraduate students enrolled in a blended learning medical nutrition course and a control group of 93 students from a traditional learning environment. Data collection included academic performance assessments, semi-structured interviews, and an anonymous questionnaire. Quantitative data were analyzed using t-tests and chi-square tests, while qualitative data were subjected to thematic analysis.ResultsStudents in the blended learning group demonstrated significantly higher self-efficacy, particularly in organizing their study plans, participating in interactive learning activities, and applying course knowledge. Academic performance was notably better in collaborative assessments, such as group discussions and exploratory projects, in the blended learning group compared to the control group. Qualitative analysis revealed that students appreciated the flexibility and engagement offered by the blended learning model, although they also faced challenges related to self-discipline and the learning environment.ConclusionsThe blended learning approach enhances student engagement, self-efficacy, and collaborative skills, particularly in group-based assessments. While students benefit from the flexibility and richness of learning resources, challenges related to self-discipline and learning environments need to be addressed to optimize the effectiveness of blended learning.

The Moderating Effect of Cultural Orientation on the Relationship Between Growth Mindset and Learning Self-Efficacy: A Dimension-Specific Pattern

Building on the theoretical perspectives of mindset theory and cultural orientation framework, this study explores the moderating role of cultural orientation in the relationship between individuals’ growth mindset and learning self-efficacy, addressing the contextual dependency of mindset theory. A total of 307 Chinese undergraduates (61% female; age range = 18–22 years) from a university in Hong Kong were recruited for this cross-sectional study. Cultural orientation, growth mindset, and learning self-efficacy were assessed via the Chinese version of the Cultural Values Scale (CVScale), Growth Mindset Inventory (GMI), and Learning Self-Efficacy Scale (LSES), respectively. Linear multiple regression analysis was conducted to examine the hypothesized moderation effects. The results revealed an interesting dimension-specific pattern among the five dimensions of cultural orientation. While one dimension (i.e., long-term orientation) had a positive moderating effect on the relationship between growth mindset and learning self-efficacy, two dimensions (i.e., power distance and uncertainty avoidance) had negative moderating effects on that relationship. The two remaining cultural dimensions (i.e., individualism/collectivism and motivation towards achievement and success) did not exhibit any significant moderating effects. These findings underscore the interplay between a growth mindset, cultural orientation, and learning self-efficacy, emphasizing the influence of cultural factors on the outcomes of mindset interventions. This study highlights the need for culturally tailored educational practices and interventions to maximize the effectiveness of growth mindset theories in diverse contexts.

Learning Online vs. Learning in Person: A Mixed-Methods Approach to Understanding How Student Preferences and Perceptions have Evolved Since the Pandemic

Undergraduate enrollment in online courses has been trending upward over the past decade, despite declining enrollment overall. With the onset of COVID-19 during the Spring 2020 semester, more undergraduates were suddenly thrust into online courses. Although learning outcomes for face-to-face and online courses may not differ, some students may not be as efficacious or self-regulated in online contexts and thus, prefer to take classes face-to-face when possible. We aimed to understand undergraduates’ preferred course modality (online, face-to-face) and explored how those preferences may have changed since the COVID-19 pandemic. We also sought to determine whether students’ online self-efficacy and self-regulation skills varied by their preferred modality. Undergraduates (N = 1034) enrolled in various classes between 2019-2023 completed an online survey. Taking a convergent mixed-methods approach, we analyzed qualitative data related to reasons for their online or face-to-face preferences and quantitative data related to their self-efficacy and self-regulation for online learning. Results indicate student preferences have shifted from a clear preference for in-person classes to more equal distribution across modalities, with reasons related to perceived better support for learning, self-regulation, and need for human interaction (face-to-face) versus flexibility (online). Students’ self-regulation and self-efficacy for online learning did not consistently differ across preferred modality. Instructors can use these findings to inform course design, considering how they might incorporate such benefits regardless of their course modality. Institutions might also consider how to balance students’ need for flexibility but preference for face-to-face courses by implementing more hybrid options and providing various financial supports.

Exploring the Relationships of Learners and Instructors in Online Courses

In higher education, motivational factors are considered one of “the strongest predictors of academic performance” (Honike et al., 2020, p. 1). A meta-analysis of face-to-face (f2f) courses (Richardson et al., 2012) supports these claims, finding a strong correlation between performance self-efficacy and academic performance (r = 0.59), as well as accounting for 14% of the variation in academic performance using locus of control, performance self-efficacy, and grade goal as predictors. These f2f results are compelling enough that self-efficacy is often used synonymously with online learning in primary research. However, the results of prior f2f meta-analytic reviews have yet to be extended to online and blended learning contexts. We explored student motivation, specifically subscales for attributional style, self-efficacy, achievement goal orientation, self-determination and task value in relation to student academic performance. Informed by 94 outcomes from 52 studies, our results diverge from f2f findings. The highest correlation was mastery avoidance goals (r = 0.22) and academic self-efficacy (r = 0.19) was substantially lower than f2f findings (r = 0.31; r = 0.59) in Richardson et al., (2012). Using a parsimonious model (i.e., delivery mode, learning self-efficacy, and mastery approach goals), students’ average academic performance failed to identify significantly significant predictors. These results call into question the assumption that student motivation is a strong predictor of academic performance in online and blended courses. The lack of strong relationships and the lack of predictive power hold clear implications for researchers, practitioners, and policymakers that assume these relationships are stronger.

Integrasi Teori Belajar Sosial dalam Pembelajaran Pendidikan Agama Islam di Era Digital

The integration of social learning theory in Islamic Religious Education (PAI) learning is a relevant approach to face the challenges of the digital era. This article discusses the application of social learning theory, developed by Albert Bandura, in supporting innovative and adaptive Islamic Education learning. This theory emphasizes the importance of observation, modeling, reinforcement, and self-efficacy in learning. By utilizing digital technology, such as learning videos, simulations, and social media, Islamic values can be taught in a more interactive, interesting, and relevant to students' lives. This research uses a descriptive qualitative approach based on literature study, with Miles and Huberman data analysis, namely by analyzing various relevant sources. The results show that the use of technology in Islamic education learning, such as Islamic game-based applications, worship simulation videos, and social media platforms, allows students to understand religious values through real and contextual experiences. The integration of social learning theory helps build a strong connection between Islamic Religious Education learning and students' digital lives. The technology also plays a role in strengthening students' self-efficacy, increasing motivation, and rewarding positive behavior through digital reinforcement mechanisms.

GENERAL AND LANGUAGE LEARNING SELF-EFFICACY BELIEFS OF GERMAN AND ENGLISH FOREIGN LANGUAGE LEARNERS

The process of learning a foreign language is complex and various internal and external factors have an impact on students’ academic success in the foreign language classroom. In the context of foreign language learning self-efficacy is defined as a person's perception of competence, rather than the actual level of competence, since confidence plays a fundamental role in foreign language learning.A student with a high level of self-efficacy tends to put more work into their studying, has higher levels of confidence and optimism when setbacks are encountered, and is more capable of addressing challenges, leading to an overall enhancement of their participation in learning.The present study aims to highlight the relationship between foreign language learning (German and English) and self-efficacy among undergraduate students of nursing, physiotherapy, midwifery, radiologic technology, and sanitary engineering of the Faculty of Health Studies, University of Mostar and establish if there are any differences in the way German and English learners perceive their general and foreign language self-efficacy. The study includes 53 undergraduate students studying at one of five majors and the Faculty of Health Studies in Mostar. Two scales were used in the study, the final version of the German Learning Self-Efficacy Belief Scale and the General Self-Efficacy Scale. The results reveal that the participants do not differ significantly on the levels for general and foreign language learning self-efficacy.Students of the Faculty of Health Studies have moderate levels of general and foreign language learning self-efficacy. These findings indicate that students regardless of the foreign language they study need to foster their abilities and perceptions in foreign language learning. Keywords: self efficacy, foreign language learning, German, English

Students’ Technological Readiness and Online Learning Self-Efficacy in Physical Education

The study of ‘technological readiness and online learning self-efficacy’ has been thoroughly examined across multiple fields in recent years. Most investigations on this topic have consistently shown a contradictory relationship between the two factors. Moreover, there is a dearth of studies undertaken in the field of Physical Education within higher education, particularly in the setting of the Philippines. This study aimed to investigate the correlation between Technological Readiness (TR) and Online Learning Self Efficacy (OLSE) among a sample of 305 Physical Education Teacher Education (PETE) students in a higher education institution in the Philippines. Correlational and predictive analyses, specifically Pearson-r and Multiple Regression, were employed to ascertain the association between the four aspects of TR (Optimism, Insecurity, Innovativeness, and Discomfort) and OLSE. The findings indicate a positive and direct correlation between TR and OLSE. Moreover, the four dimensions of TR, exhibit a positive correlation with OLSE. According to the results, PETE students’ inclination to utilise advanced tools through online learning platforms could greatly enhance their online learning self-efficacy. The following recommendations and prospective research initiatives are hereby provided.

The mental health implications of artificial intelligence adoption: the crucial role of self-efficacy

The rapid adoption of artificial intelligence (AI) in organizations has transformed the nature of work, presenting both opportunities and challenges for employees. This study utilizes several theories to investigate the relationships between AI adoption, job stress, burnout, and self-efficacy in AI learning. A three-wave time-lagged research design was used to collect data from 416 professionals in South Korea. Structural equation modeling was used to test the proposed mediation and moderation hypotheses. The results reveal that AI adoption does not directly influence employee burnout but exerts its impact through the mediating role of job stress. The results also show that AI adoption significantly increases job stress, thus increasing burnout. Furthermore, self-efficacy in AI learning was found to moderate the relationship between AI adoption and job stress, with higher self-efficacy weakening the positive relationship. These findings highlight the importance of considering the mediating and moderating mechanisms that shape employee experiences in the context of AI adoption. The results also suggest that organizations should proactively address the potential negative impact of AI adoption on employee well-being by implementing strategies to manage job stress and foster self-efficacy in AI learning. This study underscores the need for a human-centric approach to AI adoption that prioritizes employee well-being alongside technological advancement. Future research should explore additional factors that may influence the relationships between AI adoption, job stress, burnout, and self-efficacy across diverse contexts to inform the development of evidence-based strategies for supporting employees in AI-driven workplaces.

Improving Persuasive Writing Outcomes With Technology for Students in an Alternative Special Education Program

A study using a multiple-baseline across participants design was conducted in an alternative education setting to examine the functional relation between students’ use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students’ self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing.

Learning Critically and Confidently: A Correlation Study of the New Media Literacy and English Learning Self-efficacy of Junior High School Students

Learning Critically and Confidently: A Correlation Study of the New Media Literacy and English Learning Self-efficacy of Junior High School Students

The roles of task-specific self-efficacy and enjoyment in EFL learners’ development of speaking CALF: A longitudinal study

This longitudinal study adopts a person-centred approach to examine EFL learners' development of speaking CALF; the fluctuating correlations of affective ID variables (self-efficacy and enjoyment), as well as their impacts on oral task performance over time. Thirty-one Chinese EFL learners completed eight oral tasks bi-weekly over six months, followed by post-task scales to measure task-specific self-efficacy and enjoyment. Data were subjected to group-based multi-trajectory modelling (GBMM) to discern the development of speaking CALF, moving correlation analysis to explore the interactions between task-specific self-efficacy and enjoyment, and panel data regression to examine the longitudinal impact of task-specific self-efficacy and enjoyment on oral task performance. GBMM results revealed variability at both the group and individual levels, despite similar educational backgrounds and learning contexts, as evidenced by differing speaking CALF patterns. Moving correlation analyses revealed dynamic, non-linear trends between self-efficacy and enjoyment. Panel data regression analyses suggested that higher levels of affective ID variables would generate better oral performance, as evidenced by speaking CALF patterns. This study successfully integrated ID variables into TBLT research within a CDST framework for enhancing our understanding of the complex nature of EFL learners’ speaking competence and underscoring the interconnectivity between task-specific self-efficacy and enjoyment.

The Relationships Among Emotions, Self-Efficacy, and Engagement in Virtual Reality-Assisted Foreign Language Learning: A Social Cognitive Theory-Based Study.

While many studies have identified multiple benefits and affordances in using virtual reality (VR) technology in language learning, most have been qualitative, with few providing evidence of factors that may impact VR effectiveness for language learning or of the role of learners' unique psychological, environmental, and emotional experiences in language learning. Against this backdrop, we framed this study within social cognitive theory and surveyed 368 Chinese university students of English who were participating in VR-assisted language instruction to explore whether learners' foreign language learning enjoyment and boredom related to their learning engagement; we also investigated the mediating role of learning self-efficacy in these relationships. Our results suggested that (a) students learning English through VR-assisted instruction experienced a relatively high level of enjoyment but moderate level boredom; (b) foreign language learning enjoyment significantly (positively) predicted foreign language learning self-efficacy and engagement; and (c) foreign language learning boredom significantly (negatively) predicted foreign language learning self-efficacy, but not engagement; and foreign language learning self-efficacy fully mediated the relationship between foreign language learning boredom and engagement, and partially mediated the significant relationship between foreign language learning enjoyment and engagement. Based on these findings, we suggest ways to improve VR-assisted language teaching and learning.

Predicting Physics Students’ Academic Performance: The Impact of Attitude, Self-Efficacy, and Personality Traits

The study examined the predictive impact of attitude, self-efficacy, and personality traits on the academic performance of high school students in physics. A multistage random sampling technique was used to select 210 research subjects between the ages of 16 and 22 (SD=1.80) from three high schools in the Berekum East Municipality of Ghana. Three standardised questionnaires as primary data sources, namely: Attitude Toward Physics Learning (ATPL), Physics Learning Self-Efficacy (PLSE), and Students’ Personality Trait Inventory (SPTI), and additionally, Students’ Physics Mock Examinations scores as a secondary data source, were used for data collection and analysis through multiple regression. Data collected from respondents were compiled, sorted, edited and coded into the Statistical Package for the Social Sciences (SPSS) version 23. The results revealed a joint impact of 21.100% of the variance in attitude, self-efficacy, and personality traits in predicting the academic performance of students in physics. Furthermore, the multiple regression analysis revealed that student attitudes, self-efficacy, and personality traits significantly impact student academic performance in physics. The analysis further revealed that students’ personality traits best explained students’ academic performance in Physics (β = 0.232, t = 3.423; p < 0.050), followed by self-efficacy (β = 0.192, t = 2.738; p < 0.050), and attitude (β = 0.121, t = 2.011; p < 0.05). Based on the results obtained, the study recommended that physics students in the Berekum East Municipality’s attitudes, self-efficacy, and personality traits should be given greater attention by physics teachers, and other stakeholders because of their positive impact on students’ academic performance in physics.

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

Path Analysis of Grit, Self-Efficacy, Self-Regulation, and Science Academic Performance in Online Learning

Aims: This study investigates the relationships between grit, self-efficacy, self-regulation, and Science academic performance among junior high school students in an online learning context. While previous research has established the importance of these non-cognitive skills in academic success, their specific interplay during the pandemic remains underexplored. This study tested a model examining the impact of grit, self-regulation, and self-efficacy on students' Science academic performance in an online setting, focusing on the extent of these traits, their relationships with performance, individual contributions, and the mediating role of self-regulation and self-efficacy. Study Design: The research employed a quantitative design and path analysis. Place and Duration of Study: The study included 216 junior high school students from a private school in Bacolod City during the 2020-2021 school year selected through random sampling. Methodology: Data were collected through online surveys, completed via Google Forms over two weeks. The instruments used were the Short Grit Scale, Self-Efficacy Online Learning Questionnaire, and Academic Self-Efficacy Scale for Filipino Junior High School. Descriptive and inferential statistics were used to analyze data, with model relationships tested using path analysis. Results: Findings revealed that students exhibited average levels of grit and moderately high levels of self-efficacy and self-regulation. Grit did not directly impact Science academic performance, nor did self-regulation or self-efficacy mediate this relationship. An unexpected finding was that consistency of interest negatively impacted time management, while perseverance of effort positively influenced metacognitive skills, time management, and persistence. Conclusion: These results highlight the complexity of factors influencing academic performance in online learning environments. While grit, self-efficacy, and self-regulation are essential for student development, their direct impact on academic performance requires further investigation. This study underscores the need for educational strategies that cultivate these non-cognitive skills to improve students' academic performance across diverse learning settings and modalities.

Predictive power of psychosocial factors on learning practices among older Japanese adults based on organismic integration theory

ABSTRACT Despite the importance of learning activities for older adults, the proportion of those engaging in such activities remains low. To devise interventions that would increase participation in learning, it is essential to analyze the psychosocial predictors of learning. This study employed a cross-sectional design, with data collected through a self-administrated questionnaire, and proposed two hypotheses: 1) Self-efficacy in learning, interest in learning, recognition of the effectiveness of learning, and social support from family and friends significantly predict the will to engage in learning practices by the older adults (H1); 2) Social support from family and friends predicts the willingness of older adults to engage in learning practices through mediating the significant factors identified in H1 (H2). The research group comprised 516 participants aged 60 years and above from Machida City, Tokyo. The statistical analysis was performed using Mplus version 8. Results supported most aspects of H1. Self-efficacy in learning, interest in learning, and support from family and friends were found to significantly predict learning practices (self-efficacy in learning: β = .242, p < .001; interest in learning: β = .187, p < .01; and support from family and friends: β = .159, p < .05). H2 was also supported as social support from family and friends significantly predicted learning practices via two psychological variables identified in H1. Each indirect prediction was significant as when older adults are supported by their family and friends, their learning practices are predicted through self-efficacy in learning (β = .087, 95% confidence intervals: .042, .145) and interest in learning (β = .082, 95% confidence intervals: .033, .150). These findings provide valuable directions for policymakers, practitioners, and teachers to improve older adults’ engagement in learning.

Comparison of chronotype and learning motivation in medical university students

BackgroundPeople differ in their preferred time for intellectual activities. Morningness-eveningness preferences describe the preferred time for performing daily activities and are determined by chronotype. Chronotype reflects circadian preference in humans and is divided into morning, intermediate, and evening types. Learning motivation is a key predictor of student success and may influence learning and study, academic performance, intention to continue medical research, and well-being. Helping students develop learning motivation may improve their educational achievement and health. There are opposing studies regarding chronotype and academic achievement. We hypothesized that chronotype affects the learning motivation of medical school students.MethodsWe used the reduced Morningness-Eveningness Questionnaire (rMEQ), and the Motivated Strategies for Learning Questionnaire (MSLQ) for Russian, Polish, Japanese, and Australian students in the first and second years of medical university. A total of 540 medical students answered the questionnaires. The MSLQ contains six subscales: intrinsic goal orientation, extrinsic goal orientation, self-efficacy for learning and performance, control of learning beliefs, task value, and test anxiety.ResultsThe rMEQ was used to classify the students into three types, which were morning (26.7%), intermediate (60.5%), or evening chronotypes (12.7%) based on their scores. The learning motivation scores for the intrinsic and extrinsic goal orientations, task value, and self-efficacy were lower in evening chronotypes.ConclusionsOur findings suggest that the evening chronotype had a lower learning motivation than the morning chronotype. Evening-oriented students may need a more flexible schedule, and a shift of the most important courses in the university to the afternoon may help them to attain higher motivation for learning medicine.

You say you can, but can you? The impact of entrepreneurship education on unwarranted and gendered entrepreneurial self-efficacy - a calibration study

PurposeEntrepreneurial self-efficacy (ESE) has a dark side largely ignored in the field of entrepreneurship education. Research in educational psychology indicates that self-efficacy is prone to misjudgment, with novice learners often displaying overconfidence. Furthermore, this misjudgment is gendered; studies suggest that men are more likely to display overconfidence and less likely to correct erroneous self-assessments. However, realistic self-assessments are essential for effective learning strategies, pivotal for performance in the ambiguous entrepreneurial context. Therefore, this study explores whether entrepreneurship education helps mitigate overconfidence, and if this impact varies by gender.Design/methodology/approachCommon in educational psychology, but new in the field of entrepreneurship education, a calibration design captures discrepancies between perceived and actual performance. Data from before and after an introductory undergraduate entrepreneurship course (N = 103) inform descriptive analyses, statistical comparison tests and calibration plots.FindingsAs expected, nearly all novice students showed significant overconfidence. Curiously, gender difference was only significant at the end of the course, as overconfidence had decreased among female students and increased among male students.Originality/valueThe paper advocates a more nuanced stance toward ESE, and introduces ESE accuracy as a more fitting measure of entrepreneurial overconfidence. The findings flag the common use of self-perception as a proxy for actual competence, and evoke new research avenues on (gender differences in) learning motivations of aspiring entrepreneurs. Finally, the study shares guidance for entrepreneurship educators on fostering a “healthier” level of self-efficacy for better entrepreneurial learning.

Variations in online self-regulated learning abilities among Chinese K-12 teachers across different regions and levels.

Online self-regulated learning (OSRL) is crucial for online learners' success and lifelong learning. This study investigated the OSRL characteristics of K-12 teachers in China, who embody the dual roles of learners and educators. It also analyzed the differences in OSRL abilities across different genders, education stages, and school locations, and examined the correlation between education qualifications, years of service, and OSRL abilities. A self-report measure was used to assess K-12 teachers' OSRL, with data collected from 1,443 K-12 teachers (394 males and 1,049 females) in northeastern China. Descriptive statistical analysis was utilized to explore the characteristics of their OSRL. Independent t-tests and ANOVA were employed to investigate differences in OSRL among different genders, regions, and educational stages. Correlation analysis was conducted to examine the relationships between education qualifications, years of service, and OSRL among K-12 teachers. The data analysis revealed that K-12 teachers scored the lowest in Online Learning Self-Efficacy (OLSE), followed by Online Learning Management Strategies (OLMS), and then Online Learning Resource Management (OLRM). Notably, urban K-12 teachers exhibited higher OLSE abilities than their rural counterparts, while high school teachers scored higher in OLSE and OLMS compared to primary school teachers. Furthermore, a positive correlation was observed between education qualifications and K-12 teachers' OLSE, whereas a negative correlation was identified between years of service and K-12 teachers' OLSE. The findings reveal an uneven development across various dimensions of online self-regulated learning among K-12 teachers, necessitating support for the advancement of OLSE, OLMS, and OLRM. Particular attention should be given to the OLSE of teachers with longer teaching years and rural teachers. Encouraging K-12 teachers with lower education qualifications to pursue further education is also recommended. This study provides evidence and a novel perspective for teacher educators to develop online professional development programs, which is significant for optimizing online learning experiences and enhancing educational outcomes.

An Investigation on the Influence of Middle School Students' Grammar Learning Self-efficacy on Their Learning Performance

In middle school English teaching, grammar instruction has always been an important and challenging aspect. Due to the strong influence of grammar explanation in Chinese, learning English grammar may be affected by negative transfer from their native language, which could pose certain obstacles to English acquisition. Self-efficacy, as a major emotional factor influencing learners' internal regulation strategies, has attracted wide attention from researchers both domestically and internationally for its impact on learning performance. High self-efficacy helps learners develop a more positive mindset towards learning, thereby contributing to improved learning performance. Therefore, this study focuses on investigating the relationship between grammatical self-efficacy and learning performance of English grammar among middle school students. This research contributes to a complementary understanding of grammatical self-efficacy among educators, enhancing their teaching skills, and effectively guiding students to learn English grammar with a more positive and healthy mindset, presenting a future grammar instruction in middle school English teaching.