本文是大学生英语学习动机与自我认同跟踪项目的一部分, 考察动机类型与自我认同变化的关系。研究材料是同一问卷在四年中五次施测获得的定量数据, 对象为北京五所高校1300 余名学生。结构方程模型检验发现, 英语学习动机类型与自我认同变化相互影响, 前者对后者的影响更大。随着时间的推移, 动机对自我认同的影响具有下降趋势, 而认同对动机的影响先降后升。此外, 学习成绩动机与情境动机、出国动机与削减性认同变化始终显著相关。

As part o f a longitudinal study, this paper reports an SEM analysis of the relationship between types of English learning motivation and learners' self-identity changes. The data were collected through a questionnaire, implemented 5 times in four years, on over 1300 students from five universities in Beijing. SEM results of the 5 tests show that types of English learning motivation and self-identities influenced each other, with the former having greater effect on the latter. As time went by, the effect of English learning motivation on self-identities decreased, while that o f self-identities first descended and then ascended. Positive correlations were constantly found between immediate achievement motivation and learning situation motivation, and between going abroad motivation and subtractive identity change.