The study of the complex impact of the cognitive and psychological factors’ interplay in learning process has for long obsessed educational researchers. In an attempt to partially address the issue, the present study investigates the direct and indirect interrelationship among Iranian EFL learners’ basic psychological needs satisfaction, goal-orientation, willingness to communicate, learning strategy use, self-efficacy and second language achievement through a path analytic research design. To this end, 506 Iranian undergraduate English students took the related questionnaires and based on the collected data, a hypothesized model of interrelationship among variables was tested using AMOS statistical package. According to the final path analytic tested model, L2 achievement was predicted by goal orientation, self-efficacy, and learning strategy use. Moreover, while basic psychological needs satisfaction did not directly predict L2 achievement, it was indirectly associated with L2 achievement through goal orientation. The findings imply that the teachers need to first identify the most relevant individual sources of performance variation in their context and next design procedures to maximally cope with inhibitive psychological or cognitive factors which associate with their learners’ rate and route of learning. Moreover, language learners need to be more oriented towards setting their future goals, believing in their capabilities, and use more learning strategies.

中文翻译：

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基本的心理需求满意度，目标取向，沟通意愿，自我效能感和学习策略被用作第二语言成绩的预测指标：一种结构方程建模方法。

对于长期困扰于教育研究者的认知和心理因素相互作用对学习过程的复杂影响的研究。为了部分解决该问题，本研究调查了伊朗EFL学习者的基本心理需求满意度，目标取向，沟通意愿，学习策略的使用，自我效能和第二语言成就之间的直接和间接相互关系。分析研究设计。为此，对506名伊朗大学本科英语学生进行了相关的问卷调查，并基于收集的数据，使用AMOS统计软件包对变量之间相互关系的假设模型进行了测试。根据最终路径分析测试模型，可以通过目标定位，自我效能和学习策略的使用来预测L2成绩。此外，虽然基本的心理需求满意度不能直接预测L2成绩，但可以通过目标定向与L2成绩间接相关。研究结果表明，教师需要首先确定其背景和下一个设计程序中表现最相关的个体差异，以最大程度地应对与学习者的学习速度和学习途径相关的抑制性心理或认知因素。此外，语言学习者需要更加面向设定自己的未来目标，相信自己的能力并使用更多的学习策略。研究结果表明，教师需要首先确定其背景和下一个设计程序中表现最相关的个体差异，以最大程度地应对与学习者的学习速度和学习途径相关的抑制性心理或认知因素。此外，语言学习者需要更加面向设定自己的未来目标，相信自己的能力并使用更多的学习策略。研究结果表明，教师需要首先确定其背景和下一个设计程序中表现最相关的个体差异，以最大程度地应对与学习者的学习速度和学习途径相关的抑制性心理或认知因素。此外，语言学习者需要更加面向设定自己的未来目标，相信自己的能力并使用更多的学习策略。