Chinese learning self-efficacy (CLSE) among international students in China: group differences across sociodemographic and academic variables

Abstract

Academic self-efficacy significantly impacts the academic performance of international students in China. This research explores the current status and influencing factors of Chinese learning self-efficacy (CLSE) among this population. Based on Bandura’s self-efficacy theory and existing mature scales, this study constructs an analytical framework comprising four dimensions: cognitive ability, affective attitude, learning strategy, and social support. The study then uses SPSS 26.0 to analyze data collected from 427 valid questionnaires. The findings of the questionnaire indicate that the CLSE of international students is generally at a high level. Among the four dimensions, affective attitude self-efficacy is the lowest, while social support self-efficacy is the highest. International students’ CLSE shows significant differences across gender, age, Chinese ethnicity status, educational level, foreign language proficiency, and study duration.In addition to individual influencing factors, including changes in learning motivation, confidence gaps caused by insufficient social support, mismatches between teaching content and actual cultural needs, and intercultural anxiety, all of the above are factors that affect the self-efficacy of international students. This study puts forward targeted recommendations for individuals, schools, and society to improve the CLSE of international students.