Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners’ ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn contribute to their L2 writing achievement (WA). Data were collected from 532 English-major students selected via convenience sampling by administering a questionnaire to measure their growth L2 writing mindset, ideal L2 writing self, and L2 writing grit. The International English-Language Testing System (IELTS) academic writing tasks 1 and 2 were used as measures of the learners’ L2 WA. The psychometric properties of the scales were investigated and verified through confirmatory factor analyses. Structural equation modeling (SEM) results revealed that ideal L2 writing self and L2 writing grit directly predicted L2 WA. Additionally, growth L2 writing mindset and ideal L2 writing self predicted L2 WA through the mediation of L2 writing grit. This study highlighted the importance of domain- and skill-specific individual difference factors in L2 WA and the vital necessity of considering them in L2 writing instruction.

中文翻译：

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探索理想的 L2 写作自我、成长的 L2 写作心态和 L2 写作毅力在 EFL 学习者的 L2 写作成就中的作用


考虑到研究特定领域和技能个体差异因素在第二语言 （L2） 写作研究中的作用无可否认的重要性，本研究考察了英语作为外语 （EFL） 学习者理想的 L2 写作自我和成长 L2 写作心态在他们的 L2 写作砂砾中可能的作用，这反过来可能有助于他们的 L2 写作成就 （WA）。数据是从 532 名英语专业的学生中收集的，这些学生通过便利抽样选择，通过问卷调查来衡量他们的成长 L2 写作心态、理想的 L2 写作自我和 L2 写作毅力。国际英语语言测试系统 （IELTS） 学术写作任务 1 和 2 被用作衡量学习者 L2 WA 的指标。通过验证因子分析对量表的心理测量特性进行调查和验证。结构方程建模 （SEM） 结果表明，理想的 L2 写入自我和 L2 写入砂砾直接预测 L2 WA。此外，成长的 L2 写作心态和理想的 L2 写作通过第二语言写作毅力的中介自我预测了 L2 WA。这项研究强调了 L2 WA 中特定于领域和技能的个体差异因素的重要性，以及在 L2 写作教学中考虑这些因素的至关重要性。