The structure of ability beliefs in EFL classrooms: A cross-theoretical analysis bridging self-efficacy and perceived competence needs satisfaction

Theoretical parsimony represents one avenue forward for the study of positive psychology in language education. This study examined two well-recognized but interconnected concepts in the context of second language classrooms: academic self-efficacy rooted in Social Cognitive Theory and competence need satisfaction derived from Self Determination Theory. The investigation sought to show the distinctions and intersections in these constructs, underscoring the necessity for empirical scrutiny to establish their coherent definitions. We aim to present both concepts within a unified framework in order to facilitate a meaningful connection between the two theories. A sample comprising 181 students attending a private junior-high school in urban Japan participated in this study by completing widely used scales measuring self-efficacy and perceived competence. The research employed conventional independent cluster confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor-CFA, bifactor-ESEM, and the S-1 model for comparative analysis. Among these, the S-1 model emerged as the most theoretically sound model with a good fit and absence of anomalies. Furthermore, the factor representing global perceived competence needs satisfaction exhibited a strong association with students' later academic achievements. These results indicate the potential cross-theoretical nature of competence beliefs and carry implications for both theory and practice in the psychology of language learning.