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

Autor/in	Papi, Mostafa
Titel	The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach.
Quelle	In: System : an international journal of educational technology and applied linguistics, 38 (2010) 3, S. 467-479Verfügbarkeit
Beigaben	Anhang; Abbildungen 2; Tabellen 4
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0346-251X
Schlagwörter	Empirische Forschung; Angst; Motivation; Fremdsprachenunterricht; Englischunterricht; Iran
Abstract	The presented 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. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3