L2 (second/foreign language) motivation research in Finland has been scarce. Furthermore, international motivational research has focused more on ideal and ought-to selves, leaving the current L2 self-concept in the background. In the present study, we attempted to address this gap, exploring what shapes L1 (mother tongue) Finnish students' understanding of themselves as users and learners of L2s. Using structural equation modelling, we studied the relationships between students' (n = 1206) current L2 self-concept and parental encouragement, peer pressure, societal expectations, and grades. We further studied which of these factors are the best predictors of students' current L2 self-concept. We explored these relationships separately for English and languages other than English (LOTEs). The analysis showed that while in both groups, students' grades and societal expectations shaped students' current L2 self-concept the most, other factors played a greater role in the LOTEs group than in the English group. We discuss these findings with reference to the teacher's role in shaping students' current L2 self-concept.

芬兰的 L2（第二/外语）动机研究很少。此外，国际动机研究更多地关注理想自我和应该自我，而将当前的 L2 自我概念置于背景中。在本研究中，我们试图解决这一差距，探索是什么塑造了 L1（母语）芬兰学生将自己理解为 L2 的使用者和学习者。使用结构方程模型，我们研究了学生 ( n = 1206) 当前的 L2 自我概念和父母的鼓励、同伴压力、社会期望和成绩。我们进一步研究了这些因素中哪些是学生当前二语自我概念的最佳预测因素。我们分别针对英语和英语以外的语言 (LOTE) 探讨了这些关系。分析表明，虽然在两组中，学生的成绩和社会期望对学生当前的 L2 自我概念影响最大，但其他因素在 LOTEs 组中的作用比在英语组中更大。我们参考教师在塑造学生当前二语自我概念中的作用来讨论这些发现。