This study leverages positive psychology (PP) to explore the reciprocal relationships among foreign language enjoyment (FLE), ideal L2 self, and grit in English major learners of English as a foreign language (EFL). It further examines the potential for growth mindset to predict these constructs over time. Employing a cross-lagged panel design, the research investigates these relationships among 903 EFL learners in Iran, assessed at two time points. Structural equation modeling (SEM) is utilized to analyse the hypothesized reciprocal and predictive effects. The findings reveal a significant lagged effect of ideal L2 self on both FLE and grit, suggesting that a stronger ideal L2 self at the initial assessment predicts higher levels of FLE and grit at the subsequent time point. Additionally, growth mindset exhibits a significant influence on all three constructs, but only at the first assessment point. These findings contribute to a deeper understanding of the motivational dynamics underlying EFL learning success and highlight the potential benefits of fostering a growth mindset and a strong ideal L2 self among learners.

中文翻译：

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探索英语学习者的外语享受、理想的第二语言自我、毅力和成长心态之间的关系：交叉滞后分析


本研究利用积极心理学（PP）来探索英语作为外语（EFL）的英语专业学习者的外语享受（FLE）、理想的第二语言自我和毅力之间的相互关系。它进一步研究了成长心态随着时间的推移预测这些结构的潜力。该研究采用交叉滞后面板设计，调查了伊朗 903 名 EFL 学习者之间的这些关系，并在两个时间点进行了评估。结构方程模型 (SEM) 用于分析假设的相互效应和预测效应。研究结果揭示了理想的 L2 自我对 FLE 和毅力的显着滞后影响，表明初始评估时更强的理想 L2 自我预示着后续时间点的 FLE 和毅力水平更高。此外，成长心态对所有三个结构都表现出重大影响，但仅在第一个评估点。这些发现有助于更深入地了解英语学习成功背后的动机动力，并强调在学习者中培养成长心态和强大的理想第二语言自我的潜在好处。