This study examines the relationship between ideal L2 writing self (IL2WS), writing growth mindset, writing enjoyment, and second language (L2) writing self-efficacy among English as a foreign language (EFL) learners. A sample of 374 intermediate EFL students completed a self-report questionnaire assessing their IL2WS, writing growth mindset, writing enjoyment, and L2 writing self-efficacy. Structural equation modeling was employed to test the hypothesized model, which proposed the direct effects of ideal writing self and writing growth mindset on L2 writing self-efficacy, and a mediating role of writing enjoyment in this relationship. The findings revealed that both IL2WS and writing enjoyment significantly impact L2 writing self-efficacy directly. Furthermore, writing enjoyment was found to mediate the relationship between writing growth mindset and L2 writing self-efficacy. These results highlight the importance of affective factors, specifically enjoyment, in shaping L2 writing self-efficacy beliefs. The implications of these findings for L2 writing instruction and suggestions for future research are discussed.
