The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach

The present study takes the initiative to test a theoretical model that subsumes the ideal L2 self, the ought-to L2 self, and the L2 learning experience in Dörnyei, 2005 and Dörnyei, 2009 L2 motivational self system, as well as English anxiety and intended effort to learn English. A number of 1011 Iranian high school students completed a questionnaire survey specifically developed to be used in the context of Iran. Using AMOS version 16.0, structural equation modeling was run to analyze the proposed model. Based on several goodness-of-fit criteria, the results confirmed the validity of the anticipated construct. It was found that all the variables in the model significantly contributed to intended effort; however, while the ideal L2 self and the L2 learning experience decreased students’ English anxiety, the ought-to L2 self significantly made them more anxious. The results are discussed based on the socio-educational context of Iran.