The Relationship Among Motivational Disposition, Self‐Efficacy, and L2 Achievement of EFL Learners: A Regulatory Focus Theory Perspective

Motivation has long been recognized as a crucial predictor of second language (L2) achievement, yet much existing research has treated motivation primarily in quantitative terms, with less attention to the nature of learners’ motivational orientations. Drawing on regulatory focus theory (RFT), this study examined how two distinct motivational dispositions (promotion focus vs. prevention focus) relate to L2 achievement, and whether English self‐efficacy mediates these relationships. A sample of 415 Chinese secondary EFL learners completed questionnaires measuring regulatory foci and English self‐efficacy, followed by an assessment of their L2 achievement. Structural equation modeling was employed to test the relationships among these variables. The results showed that (1) promotion focus positively predicted L2 achievement, while prevention focus negatively predicted L2 achievement; (2) promotion focus positively predicted self‐efficacy, while prevention focus negatively predicted self‐efficacy; and (3) self‐efficacy emerged as a significant mediator in the relationship between regulatory foci (promotion vs. prevention focus) and L2 achievement. These findings contribute to a more nuanced understanding of L2 motivation by highlighting the differential effects of motivational orientations. Pedagogically, the study emphasizes the importance of fostering adaptive motivational orientations and strengthening learners’ self‐efficacy in language learning.