The impact of perceived English proficiency and competence beliefs on English learning motivation: a structural equation modeling analysis

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.