本研究综合二语动机自我系统和国际姿态的理论框架，探讨自我系统的三个维度、国际姿态和英语学习努力程度之间的关系。调查数据来自1021 名非英语专业大学一、二年级学生。结构方程模型分析表明，学习经验、理想自我和国际姿态对努力程度有直接影响; 学习经验、应该自我和国际姿态直接影响理想自我; 学习经验对国际姿态有直接影响。跨组不变性分析发现，随着年级的增长，学习经验对努力程度的影响增强，理想自我对努力程度的影响则减弱。

Drawing on the theoretical framework that combines the theory of second language ( L2) motivational self system and international posture，this study aims to explore the relationships between the three components of the L2 motivational self system，international posture，and intended efforts to learn English． Quantitative data were collected from 1021 non-Englishmajor college freshmen and sophomores who participated in a questionnaire survey． Ｒesults of structural equation modeling show that L2 learning experience，ideal L2 self and international posture directly influenced intended efforts． L2 learning experience， ought-to L2 self，and international posture exerted direct influence on ideal L2 self，while L2 learning experience also directly affected international posture． Multi-group invariance analysis indicates that L2 learning experience had a stronger effect on intended efforts while ideal L2 self exerted smaller influence on intended efforts among the participating sophomores than among the freshmen．