ArticleFrontiers in psychology2026
The impact of perceived English proficiency and competence beliefs on English learning motivation: a structural equation modeling analysis.
Article in Frontiers in 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.
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Abstract
Introduction: In the context of middle school students' English learning as a foreign language (EFL), perceived English proficiency and ability mindset are two important factors influencing learning motivation. However, the mechanism of their interaction remains lacking in systematic empirical verification. Methods: This study, using a sample of 2,664 junior high school students from Northeast China, conducted a questionnaire survey using Perceived English Proficiency scales, ability mindset scales, and English learning motivation scales. A structural equation model was constructed to examine the mediating effect of ability mindset between Perceived English Proficiency and learning motivation, and the Bootstrap method was used to test the significance of the indirect effect. Results: The results showed: (1) Perceived English Proficiency shows a significant positive direct association with English learning motivation; (2) Ability mindset exhibits a partial mediating role as a statistical relationship between the two, and the indirect effect accounts for 8.7% of the total effect. Discussion: This study provides new empirical evidence for the statistical pathway of 'Perceived English Proficiency → ability mindset → learning motivation' in the EFL junior high school population, thereby contributing to the theory of second language motivation from the perspective of positive psychology and also offering potential directions for middle school English teachers to support students' learning motivation through assessment feedback and growth mindset interventions.
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