ArticleBMC psychology2026
Academic self-efficacy and class engagement across Chinese learning motivation profiles among international students in Zhejiang, China.
Article in BMC psychology, 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
4 authors.
Funding
Abstract
backgroundLearning motivation is a pivotal determinant of academic success in second language acquisition. However, prior research on the motivation of international students learning Chinese in China has mainly relied on traditional variable-centered methods, with little attention to a person-centered approach. This study identifies level-based latent profiles of Chinese learning motivation among international students in Zhejiang Province, China, examines learner characteristics as predictors of profile membership, and compares academic self-efficacy and class engagement across the identified profiles.
methodsUsing latent profile analysis, data from 648 international students were analyzed across six motivation subdimensions. Multinomial logistic regression examined learner characteristics associated with profile membership, while the modified BCH method compared academic self-efficacy and class engagement across profiles. Participants completed validated scales for Chinese learning motivation, academic self-efficacy, and class engagement.
resultsThree profiles emerged: moderate-motivation, moderate-high-motivation, and high-motivation. Male students showed lower odds of belonging to the higher distinct motivational profiles in this sample. Academic self-efficacy and class engagement scores were incrementally higher across the moderate-motivation, moderate-high-motivation, and high-motivation profiles. Study duration and proficiency showed no statistically detectable associations with profile membership.
conclusionsThe findings demonstrate that Chinese learning motivation in an immersion context coalesces into quantitatively distinct intensity tiers rather than divergent qualitative configurations. Students belonging to higher motivational intensity profiles exhibited systematically higher levels of academic self-efficacy and class engagement. These concurrent profile differences provide baseline empirical evidence for designing differentiated pedagogical support in international Chinese education.
Indexed as
Identifiers
What 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.