<p>In recent years, second language (L2) learner agency has attracted increasing attention in language education research. However, the effects of the individual factors, namely self-efficacy, intrinsic motivation and test anxiety on L2 agency remains unclear. This study seeks to deepen our understanding of learner agency in second language acquisition (SLA) through a systematic examination of self-efficacy, intrinsic motivation, and test anxiety. By analyzing these intertwined factors within a unified framework, this study offers a comprehensive perspective on their combined impact, shedding light on how they shape the development of learner agency in the L2 context. A mixed-methods study was conducted with 203 L2 learners from three public universities in China. The results reveal that L2 learners exhibit moderate levels of self-efficacy, intrinsic motivation, and agency, while test anxiety remains relatively low. Furthermore, self-efficacy, intrinsic motivation, and agency are interconnected, though no significant relationship is found between test anxiety and these variables. Specifically, the results show that intrinsic motivation has a significant indirect effect on the relationship between self-efficacy and agency, while self-efficacy directly influences agency. In conclusion, these findings offer practical implications for incorporating psychological factors into language education settings to foster L2 learner agency, hence providing valuable insights for both educators and learners.</p>