Academic Self-Efficacy, Family Socioeconomic Status, and Language Learning Motivation: Mechanisms and Intervention Pathways

From the perspective of educational psychology, this paper will explore the ways in which academic self-efficacy and family socioeconomic status (SES) jointly influence the motivation for language learning. Research has found that the family's SES does not directly affect students' learning motivation; instead, it can raise students' self-efficacy by providing economic resources and transmitting cultural capital, and it may also influence family interaction. Self-efficacy is a necessary condition for students to have stronger and wider motivation to learn Chinese in the four dimensions of goal setting, effort investment, perseverance and strategy modification. Together, these two sets of factors form a chain-like transmission model of "external environment - internal cognition - behavioural motivation". Based on this analysis, the paper proposes attribution training as the main intervention path and believes that by guiding students to attribute their academic failures to controllable process factors, teachers can help them build stable ability beliefs incrementally and promote sustained intrinsic motivation. The paper will also outline the range of application for the intervention measures and multi-tiered support paths to provide practical and feasible educational recommendations for language teaching.