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

Abstract 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.