本研究从个人投资理论的视角探索中学优秀英语学习者学习动机的影响因素。采用个人叙述 与半结构化访谈对上海市某外语特色中学的13位优秀英语学习者进行分析，发现学习者的个人投资展现出 “环境支撑—自我驱动型”与“环境支撑—目标导向型”两类发展轨迹，来自家长、教师、学校等促进性条件的 环境支撑使学习者构建了积极的核心自我概念与清晰、多元的感知目标，发展出稳定、可持续的学习动机。研 究也提出了相关的实践建议。

This study investigates the influencing factors of the learning motivations of secondary school good EFL learners from the perspective of Personal Investment theory. Data were collected from 13 good English learners at a key foreign language school in Shanghai using retrospective narratives and semi-structured interviews. Results show that the developing trajectories of learners’ personal investment could be grouped into two categories: toward “self-regulation” or “goal-orientation”. The facilitating conditions from parents, teachers, and the school environment scaffolded the learners’ construction of a positive self-concept and perception of clear and multiple goals, and they consequently developed stable and sustainable learning motivations. Practical implications of the research findings are also discussed.