Some language learners don’t want help: Self-efficacy and teacher support in primary school foreign language classrooms

Abstract

Self-efficacy, the belief in one’s own capability, is an important element in students’ academic success and positive functioning in school settings. However, self-efficacy, like motivation, is easily frustrated by the social environment in school. Although studies have investigated the cross-theoretical relationship between self-efficacy and autonomy support in English as a foreign language (EFL) classrooms in a university and a secondary school setting, it has not been examined in the primary school context. To address the research gap, the present study explored the relationship that might exist between self-efficacy and perceived autonomy support in primary EFL classrooms. The participants were 454 fifth-grade students from three primary schools in Japan and Taiwan. They responded to scales measuring academic self-efficacy and perceived autonomy support. The three time-point data were collected during regular classes throughout the school year. The data were tested using a cross-lagged panel model. Results demonstrated that significant reciprocity existed between academic self-efficacy and perceived autonomy support. Unexpectedly, however, academic self-efficacy negatively predicted perceived autonomy support, which in turn negatively predicted academic self-efficacy. Findings indicate that despite the intentions of teachers to promote positive functioning, learners’ existing goals, desires, and inclinations also agentically influence their perceptions of learning environments. These findings offer both theoretical and practical considerations for future psychological research on young language learners.