Analyzing the relationships among the L2 motivational self system components, L2 anxiety, and intended effort among chinese learners of Japanese: a structural equation modeling
The interplay between motivational constructs and affective factors plays a pivotal role in shaping learners’ behavioral engagement within second language acquisition (SLA). This study employed structural equation modeling (SEM) to examine the relationships among components of the L2 motivational se...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2529075 |
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| author | Hongya Pan Shusheng Wang |
| author_facet | Hongya Pan Shusheng Wang |
| author_sort | Hongya Pan |
| collection | DOAJ |
| description | The interplay between motivational constructs and affective factors plays a pivotal role in shaping learners’ behavioral engagement within second language acquisition (SLA). This study employed structural equation modeling (SEM) to examine the relationships among components of the L2 motivational self-system (L2MSS), L2 anxiety, and intended effort among Chinese learners of Japanese. A questionnaire survey was administered to 465 college students to assess their motivational orientations, learning experiences, anxiety levels, and intended effort. The results showed that the ideal L2 self and positive learning experience negatively predicted L2 anxiety, whereas ought-to L2 self and negative learning experience positively predicted L2 anxiety. The ideal L2 self, ought-to L2 self, and positive learning experience positively predicted intended effort, while L2 anxiety and negative learning experience had negative effects on intended effort. Negative learning experience played a significant moderating role in the relationship between L2MSS and intended effort. The findings of the current study offer valuable implications for supporting Chinese learners of Japanese by emphasizing the need to foster positive motivational self-images and mitigate anxiety through constructive learning experiences. |
| format | Article |
| id | doaj-art-7dcec7d6e601427ebe21922d764349f2 |
| institution | DOAJ |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-7dcec7d6e601427ebe21922d764349f22025-08-20T02:40:17ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2529075Analyzing the relationships among the L2 motivational self system components, L2 anxiety, and intended effort among chinese learners of Japanese: a structural equation modelingHongya Pan0Shusheng Wang1School of Humanities and Foreign Languages, Agricultural University, Changsha City, Hunan Province, P.R. ChinaSchool of Foreign Languages and Literature, Shandong University, Jinan City, Shandong Province, P. R. ChinaThe interplay between motivational constructs and affective factors plays a pivotal role in shaping learners’ behavioral engagement within second language acquisition (SLA). This study employed structural equation modeling (SEM) to examine the relationships among components of the L2 motivational self-system (L2MSS), L2 anxiety, and intended effort among Chinese learners of Japanese. A questionnaire survey was administered to 465 college students to assess their motivational orientations, learning experiences, anxiety levels, and intended effort. The results showed that the ideal L2 self and positive learning experience negatively predicted L2 anxiety, whereas ought-to L2 self and negative learning experience positively predicted L2 anxiety. The ideal L2 self, ought-to L2 self, and positive learning experience positively predicted intended effort, while L2 anxiety and negative learning experience had negative effects on intended effort. Negative learning experience played a significant moderating role in the relationship between L2MSS and intended effort. The findings of the current study offer valuable implications for supporting Chinese learners of Japanese by emphasizing the need to foster positive motivational self-images and mitigate anxiety through constructive learning experiences.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2529075Structural equation modelingL2 motivational self systemL2 anxietyintended effortmoderating effectPsycholinguistics |
| spellingShingle | Hongya Pan Shusheng Wang Analyzing the relationships among the L2 motivational self system components, L2 anxiety, and intended effort among chinese learners of Japanese: a structural equation modeling Cogent Education Structural equation modeling L2 motivational self system L2 anxiety intended effort moderating effect Psycholinguistics |
| title | Analyzing the relationships among the L2 motivational self system components, L2 anxiety, and intended effort among chinese learners of Japanese: a structural equation modeling |
| title_full | Analyzing the relationships among the L2 motivational self system components, L2 anxiety, and intended effort among chinese learners of Japanese: a structural equation modeling |
| title_fullStr | Analyzing the relationships among the L2 motivational self system components, L2 anxiety, and intended effort among chinese learners of Japanese: a structural equation modeling |
| title_full_unstemmed | Analyzing the relationships among the L2 motivational self system components, L2 anxiety, and intended effort among chinese learners of Japanese: a structural equation modeling |
| title_short | Analyzing the relationships among the L2 motivational self system components, L2 anxiety, and intended effort among chinese learners of Japanese: a structural equation modeling |
| title_sort | analyzing the relationships among the l2 motivational self system components l2 anxiety and intended effort among chinese learners of japanese a structural equation modeling |
| topic | Structural equation modeling L2 motivational self system L2 anxiety intended effort moderating effect Psycholinguistics |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2529075 |
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