ArticleJournal of psycholinguistic research2026
Exploring the Interplay of Self-efficacy, Motivation, Critical Thinking, and Perceived Value in EFL Learning: A Social Cognitive Perspective.
Article in Journal of psycholinguistic research, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Grounded in Social Cognitive Theory, this study investigated the associations among self-efficacy, personal motivation, critical thinking, perceived value of English, and English learning performance (ELP) among 322 Chinese EFL learners. The structural equation modeling results showed that students with higher levels of self-efficacy and personal motivation tended to report stronger critical thinking, which was, in turn, positively associated with their ELP. Perceived value of English further intensified the link between critical thinking and ELP. These findings lend support to the view that critical thinking may serve as a cognitive route through which motivational beliefs are related to language learning outcomes, while also underscoring the role of perceived value in conditioning the strength of this relationship in EFL learning contexts.
Indexed as
Identifiers
42599563What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.