Current Status and Influencing Factors of Academic Self-Efficacy Among Pre-Service English Teachers

This study explores the current state of academic self-efficacy and its influencing factors among 111 second-year pre-service teachers majoring in English Education at a vocational technical college in Guangdong Province, China. The analysis shows that students’ academic self-efficacy significantly varies with their academic performance and place of family residence, aligning with prior research emphasizing the role of academic achievement and socio-cultural background in shaping self-efficacy beliefs. However, findings reveal no significant relationship between academic self-efficacy and parenting styles or parental educational attainment, contradicting earlier studies that suggested these factors typically influence students’ perceptions of their academic capabilities. This discrepancy indicates that parenting style and parental education may have limited relevance in this specific context. Thus, targeted interventions to enhance academic self-efficacy should consider the unique educational and social characteristics of this student population, highlighting the necessity of context-specific strategies in teacher education programs.