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<p>Situated expectancy-value theory emphasizes the role of cultural context in shaping expectancy-value factors such as self-efficacy and utility value. Long-term orientation, as a cultural value, reflects a holistic view of time valuing both the past and the future. Although it is viewed as related to motivational beliefs, few studies investigating educational outcomes have examined long-term orientation, self-efficacy, and utility value concurrently. This study examined the interplay between long-term orientation, self-efficacy, and utility value, in determining Business English proficiency. Participants involved 140 undergraduates in East China. They responded to a survey measuring long-term orientation,&#xa0;Business English self-efficacy and utility value. Business English proficiency was indicated by self-rated proficiency and terminal exam scores. The results of structural equation modeling showed that: (1) self-efficacy was directly related to self-rated Business English proficiency; (2) utility value had a non-significant relation to Business English proficiency; (3) long-term orientation only had an indirect positive relation to self-rated Business English proficiency through self-efficacy; and (4) there was no interaction between long-term orientation and expectancy-value factors in determining Business English proficiency. The findings highlight the importance of cultivating long-term orientation to promote motivation and learning outcomes.</p>

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The interplay between long-term orientation and expectancy-value factors in determining Business English proficiency

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月8日

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  • Yuyang Cai,
  • Zhuoheng Li,
  • Yan Yang

摘要

Situated expectancy-value theory emphasizes the role of cultural context in shaping expectancy-value factors such as self-efficacy and utility value. Long-term orientation, as a cultural value, reflects a holistic view of time valuing both the past and the future. Although it is viewed as related to motivational beliefs, few studies investigating educational outcomes have examined long-term orientation, self-efficacy, and utility value concurrently. This study examined the interplay between long-term orientation, self-efficacy, and utility value, in determining Business English proficiency. Participants involved 140 undergraduates in East China. They responded to a survey measuring long-term orientation, Business English self-efficacy and utility value. Business English proficiency was indicated by self-rated proficiency and terminal exam scores. The results of structural equation modeling showed that: (1) self-efficacy was directly related to self-rated Business English proficiency; (2) utility value had a non-significant relation to Business English proficiency; (3) long-term orientation only had an indirect positive relation to self-rated Business English proficiency through self-efficacy; and (4) there was no interaction between long-term orientation and expectancy-value factors in determining Business English proficiency. The findings highlight the importance of cultivating long-term orientation to promote motivation and learning outcomes.