How can L2 motivational self system promote motivated learning behavior in Chinese characters learning among international students in China? The contribution of learning anxiety: A self-regulatory learning perspective

This study examines how the L2 Motivational Self System (L2MSS)-comprising the Ideal L2 Self (IL2S), Ought-to L2 Self (OL2S), and L2 Learning Experience (L2LE)-promotes motivated learning behavior (MB) for Chinese character acquisition among international students in China, integrating the critical role of learning anxiety (LA) from a self-regulatory learning perspective. Surveying 328 students, structural equation modeling revealed that both IL2S (β = 0.230) and OL2S (β = 0.133) directly predicted MB, with L2LE (β = 0.215) as a further positive motivator. LA was the strongest negative predictor of MB (β = -0.310). Crucially, motivational components reduced anxiety (IL2S → LA: β = -0.256; OL2S → LA: β = -0.291), revealing a dynamic interplay. Mediation analysis showed 36.18% of motivational effects operated indirectly through L2LE and LA, with distinct pathways: OL2S's influence was more dependent on these mediators, while IL2S demonstrated stronger direct and anxiety-buffering effects. Demographic factors like postgraduate status also correlated with favorable outcomes. This study elucidated the differential mechanisms through which motivational factors influence MB by identifying the mediating roles of L2LE and LA, offering theoretical implications and practical strategies for fostering motivation regulation in mastering Chinese characters.