The tripartite of motivation‐ affect‐ cognition indicates the need for more efforts to uncover the complex nature of the interplay of self‐efficacy, anxiety as well as motivation. In this study we measured the longitudinal association between adult English a foreign language (EFL) students’ self‐efficacy and anxiety and the role of ideal self as the predictor of this association. To do this, we applied Latent Growth Curve Modeling (LGCM) to analyze data collected from 367 undergraduate students within a 4 time period during a semester in a course of general English. The findings indicated that while adult students’ self‐efficacy increased significantly, their level of anxiety decreased during the semester. However, the significance of the intercept and slope variances for both variables implied heterogeneity in the students’ growth in self‐efficacy and anxiety over the semester. In addition, at the beginning of the semester, the significant negative correlation between adult students’ self‐efficacy and anxiety was low but during the semester the negative correlation between the two variables turned out to be high. Furthermore, adult students’ ideal self could only predict the rate of change in their self‐efficacy and anxiety over time, and not their initial level. The qualitative data provided further insights into adult learners’ change in their states of self‐efficacy and anxiety detected primarily by the LGCM phase.

中文翻译：

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成年学生在普通英语过程中的自我效能和焦虑的纵向检查，以及通过理想的自我动机进行预测的能力：潜伏增长曲线模型

动机-情感认知的三方性表明，需要付出更多的努力来揭示自我效能，焦虑和动机之间相互作用的复杂本质。在这项研究中，我们测量了成人英语和外语（EFL）学生的自我效能和焦虑之间的纵向联系，以及理想自我作为该联系的预测因素的作用。为此，我们应用了潜伏增长曲线建模（LGCM）分析了一个学期的4个时段内，在通用英语课程中从367名本科生那里收集的数据。研究结果表明，尽管成年学生的自我效能显着提高，但他们的焦虑水平在学期中有所降低。然而，两个变量的截距和斜率方差的显着性意味着学生在整个学期的自我效能和焦虑的增长中存在异质性。此外，在学期开始时，成年学生的自我效能和焦虑之间的显着负相关性很低，但是在学期中，两个变量之间的负相关性却很高。此外，成年学生的理想自我只能预测其自我效能和焦虑随时间的变化率，而不能预测其初始水平。定性数据进一步了解了成年学习者主要通过LGCM阶段检测到的自我效能和焦虑状态的变化。成年学生的自我效能和焦虑之间的显着负相关性很低，但是在学期中，两个变量之间的负相关性却很高。此外，成年学生的理想自我只能预测其自我效能和焦虑随时间的变化率，而不能预测其初始水平。定性数据进一步了解了成年学习者主要通过LGCM阶段检测到的自我效能和焦虑状态的变化。成年学生的自我效能和焦虑之间的显着负相关性很低，但是在学期中，两个变量之间的负相关性却很高。此外，成年学生的理想自我只能预测其自我效能和焦虑随时间的变化率，而不能预测其初始水平。定性数据进一步了解了成年学习者主要通过LGCM阶段检测到的自我效能和焦虑状态的变化。