ABSTRACT
Using latent profile analysis (LPA), the authors examined the patterns of Chinese high school students’ self-efficacy beliefs learning English as a foreign language. The Questionnaire of English Self-Efficacy (QESE) was completed by high school students in China. The LPA analysis revealed clear and unambiguous three groups representing low, medium, and high self-efficacy profiles. The low English self-efficacy profile group reported less use of self-regulated learning strategies than the medium group. Students in the medium English self-efficacy profile group reported significantly less use of self-regulated learning strategies in comparison to students in the high English self-efficacy profile group. Moreover, significant differences were noted between these groups of students with respect to their English proficiency. The self-efficacy profiles identified in this study can be used to tailor instructional practices appropriately.
