Researchers recognize perceived self-efficacy as a key factor influencing second language learning. However, little is known about its specific relationship with listening comprehension among Chinese university students learning Spanish as a foreign language (ELE). This study addresses that gap by examining the association between self-efficacy and listening performance in ELE. A correlational-descriptive design was applied. Self-efficacy was measured using a validated questionnaire that showed strong internal consistency (α = 0.951), further supported by descriptive statistics and exploratory factor analysis, which revealed a unidimensional structure explaining 68.19% of the total variance. Listening comprehension performance was assessed using standardized DELE tests, with mean scores declining progressively across proficiency levels, from A1 (M = 89.10) to A2 (M = 68.41) to B1 (M = 57.00), and with greater variability at the higher levels. Ninety-seven students participated in the study. Spearman’s correlation analysis indicated no statistically significant association between self-efficacy and listening comprehension performance at any proficiency level. Findings suggest that contextual and individual variables, rather than self-perceived competence alone, may shape listening outcomes, and they highlight the value of integrating innovative, confidence-building approaches into ELE instruction.
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