Longitudinal Examination of Foreign Language Enjoyment and Academic Self-efficacy: Latent Growth Modeling

This study examines the developmental trajectories of foreign language enjoyment (FLE) and academic self-efficacy (ASE), and their interaction across four times points among 78 foreign language learners. The results indicate that: FLE and ASE significantly increased over time. Higher initial level of FLE was associated with a slower rate of increase, both showing significant individual variations. The later development of ASE was not affected by its changing rate, but both manifested significant individual variations. FLE and ASE positively predicated each other in the initial two stages, but this effect did not persist into the later stage. The findings contribute to promote a dynamic turn in emotion and efficacy research and offer insights for foreign language teaching.