Modeling the dynamics of self-efficacy sources in English speaking proficiency: insights from Indonesian high school students

Numerous studies have explored the relationship between the four sources of self-efficacy—mastery experience (ME), vicarious experience (VE), verbal persuasion (VP), and emotional and physiological states (EPS)—in relation to an individual’s self-efficacy beliefs in English language learning. However, limited research has examined how these sources of self-efficacy interact to shape students’ self-efficacy in speaking English, particularly within specific cultural and educational contexts. This study aims to address this gap by investigating the dynamic interplay among these sources and their influence on the self-efficacy of 329 Indonesian high school students in speaking English. The survey included nine items related to self-efficacy in speaking English and twenty-four items pertaining to the sources of self-efficacy. Structural equation modelling (SEM) was used to validate the model, providing a robust framework for analysing the relationships among the sources of self-efficacy and their influence on speaking self-efficacy. The results revealed that ME and VP had directly influenced students’ self-efficacy in speaking English, while VE exerted an indirect effect mediated by ME, VP, and their combination. Notably, EPS did not demonstrate either direct or indirect predictive power on speaking self-efficacy. Further, all sources of self-efficacy, except EPS, were found to be interrelated, emphasising the complex interactions among these constructs. These results provide valuable insights for educators, highlighting the importance of leveraging students’ prior successes (ME), fostering supportive feedback (VP), and encouraging observational learning (VE) to enhance confidence and proficiency in English speaking.