学习投入被认为是学业成就的重要预测变量，已成为教育心理学的核心概念，但在外语学习领域，目前还鲜有这方面的研究。通过对学习投入、学习动机和焦虑的文献梳理，厘清三者的内在关系，建立英语学习动机和焦虑对大学生英语学习投入的结构方程模型。结构方程模型显示：英语学习动机的三个维度都对英语学习投入产生正效应；理想自我与应该自我都对焦虑产生正效应，而学习经历则对焦虑产生负效应；焦虑对学习投入产生负效应。

Student engagement is believed to be a major predictor of academic achievement and has become the core concept of educational psychology, but in foreign language learning, there are rare studies concerned. A structural equation modeling（SEM） was established based on the literature review of previous studies on L2 motivation, anxiety and student engagement. SEM shows that all of the three aspects of English self system have positive effects on student engagement; the ideal self and ought-to self have positive effects on anxiety while the learning experience has a negative effect； anxiety has a negative effect on learners’ student engagement.