ABSTRACT This study examines the robustness of the motivation–grit–achievement relationship in second language (L2) reading and listening, extending previous research conducted on writing and speaking. To address increasing concerns regarding the validity of the binary‐type ideal self scale, the motivation variable is redefined using a better‐validated measure derived from the 2 × 2 self‐guide model. Data were collected from 158 English‐major university students in Japan via a questionnaire and standardized tests. The results of partial least squares structural equation modeling revealed a weak‐to‐modest indirect relationship between the ideal self and reading proficiency through grit, whereas no such relationship was observed for listening. Based on these findings, this study (a) offers insights into the conditions under which the ideal self and grit relate to L2 receptive skills; and (b) suggests a possible conceptual repositioning of the ideal self to inform future research.
Mikami et al. (Wed,) studied this question.