The purpose of the present study is two-fold. First, the present study examines statistical similarity between the integrative and instrumental orientation and Self-Determination Theory subtypes of motivation using chi-square invariance test. Second, based on the results of the chi-square invariance test, the present study further investigates the structural relationships among factors affecting second language achievement. Results of the chi-square invariance test evidence a statistical similarity between the instrumental orientation and external regulation, whereas similarity between the integrative orientation and intrinsic motivation did not reach the point of statistical significance. Results of the structural analyses demonstrate that intrinsic motivation was the strongest determinant of learners' self-confidence and motivation to learn a second language. It is also found that intrinsic motivation was only indirectly related to second language achievement through the mediating effects of motivation and self-confidence. Pedagogical implications are discussed.
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