Three-way interactions of self-efficacy, intrinsic value, utility value, and gender on foreign language achievement: A moderated moderation model

Drawing on situated expectancy-value theory (SEVT), this study investigated the complex interplay among self-efficacy, value, and gender within the context of foreign language (FL) learning, using a moderated moderation model. Encompassing 1018 secondary school English learners in China, this study collected data through an English achievement test, along with student self-reports on self-efficacy and value (i.e., intrinsic vs. utility). The findings revealed that the interaction between self-efficacy and utility value significantly predicted English achievement, whereas the interaction between self-efficacy and intrinsic value did not exert a comparable effect. Remarkably, among females, high self-efficacy served as a protective mechanism, mitigating the detrimental consequences of low utility value on English achievement. Additionally, high self-efficacy among females softened the negative impact of low intrinsic value while simultaneously tempering the positive impact of high intrinsic value on English achievement. Intriguingly, among males, high self-efficacy amplified the positive influence of high intrinsic value, manifesting a synergistic relationship between these variables. This study not only substantiates the applicability of SEVT in FL education but also contributes empirical evidence supporting gender-based disparities in FL learning.