Investigating the foreign and second language (L2) motivational self system (L2MSS) of Turkish sixth graders, this study reports relationships among three components (ideal L2 self, ought‐to L2 self, and L2 learning experience) of the L2MSS and the variables of school type (public and private), gender, and intended effort. Data were collected from 170 students in two public and two private secondary schools in northwestern Turkey through a questionnaire. The results of correlation analysis indicate a strong positive correlation between ideal L2 self and L2 learning experience, and the variables of school type and gender did not make a difference. Intended effort was found to have a strong positive correlation with these L2MSS components. The results of multiple regression analysis provide further evidence for especially intended effort as a significant predictor of L2MSS, whereas the school type and gender did not contribute to the system. The major implications of the study and future research possibilities are discussed.

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土耳其六年级学生的第二语言动机自我系统：相关研究

通过调查土耳其六年级学生的外语和第二语言（L2）动机自我系统（L2MSS），本研究报告了L2MSS的三个组成部分（理想的L2自我，应该学习L2自我和L2学习经历）之间的关系以及学校类型（公立和私立），性别和预期工作。通过问卷调查从土耳其西北两所公立和两所私立中学的170名学生中收集了数据。相关分析的结果表明，理想的L2自我和L2学习经历之间具有很强的正相关性，并且学校类型和性别的变量没有影响。发现预期的努力与这些L2MSS组件有很强的正相关性。多元回归分析的结果为L2MSS的重要预测指标-特别是预期的努力-提供了进一步的证据，而学校的类型和性别却对该系统没有帮助。讨论了这项研究的主要意义和未来的研究可能性。