高中生英语学习动机的影响因素研究综述

A Review of Factors Influencing Senior High School Students’ English Learning Motivation

摘要: 本文系统梳理国内外近三十年关于高中生英语学习动机的研究成果，从理论框架的演进、影响因素的实证研究进展、现存不足及未来方向三个维度展开批判性评述。研究发现，学习动机的形成受自我决定理论(SDT)、社会文化理论等多维理论的交互影响，个体因素(兴趣、自我效能感、学习策略)与环境因素(家庭、学校、社会)通过复杂机制共同作用于动机水平。现有研究在跨文化适用性、动态演化机制及技术赋能路径方面仍存在显著空白，未来需加强跨学科理论整合、纵向追踪研究及本土化策略创新，以回应全球化与数字化时代对语言学习动机研究的新需求。

Abstract: This paper systematically reviews domestic and international research findings from the past three decades concerning senior high school students’ English learning motivation. It provides a critical commentary from three dimensions: the evolution of theoretical frameworks, progress in empirical research on influencing factors, and existing shortcomings along with future directions. The review finds that the formation of learning motivation is interactively influenced by multidimensional theories such as Self-determination Theory (SDT) and Sociocultural Theory. Individual factors (e.g., interest, self-efficacy, learning strategies) and environmental factors (e.g., family, school, society) jointly affect motivation levels through complex mechanisms. Significant gaps remain in existing research regarding cross-cultural applicability, dynamic evolutionary mechanisms, and technology-enabled pathways. Future research needs to strengthen interdisciplinary theoretical integration, longitudinal tracking studies, and innovations in contextualized strategies to address the new demands for research on language learning motivation in the era of globalization and digitization.