While　self-efficacy　has　been　constantly　related　to　language　learning　outcomes,　so　far,　no　study,　to　the　best　of　our　knowledge,　has　investigated　whether　self-efficacy　profiles　are　associated　with　academic　emotions　and　language　proficiency　among　Chinese　English-as-a-foreign-language　(EFL)　undergraduates.　This　study　aimed　to　identify　self-efficacy　profiles　using　a　person-centered　latent　profile　analysis　(LPA)　and　explore　their　relationships　with　academic　emotions　and　language　proficiency.　Three　hundred　non-English　major　undergraduates　from　two　universities　in　China　completed　the　questionnaires　measuring　their　self-efficacy　beliefs,　academic　emotions　and　language　proficiency　in　a　national　standardized　test.　The　LPA　results　identified　three　groups　representing　low,　medium　and　high　self-efficacy　levels.　Students　with　high　level　of　self-efficacy　experienced　the　most　pleasant　emotions　(enjoyment,　pride),　the　least　unpleasant　emotions　(anger,　anxiety,　and　shame),　and　scored　highest　in　overall　language　test,　as　well　as　the　listening　and　reading　subtests.　Those　in　the　low　and　medium　self-efficacy　groups　showed　differences　in　most　measures　of　academic　emotions　but　not　in　language　proficiency.　This　study　could　enhance　the　understanding　of　Chinese　EFL　undergraduates＇　self-efficacy　patterns　and　offer　new　insights　into　English　language　instruction　practice.