文章主要研究影响我国西部欠发达地区非一流大学英语教育专业学生学习成就的动机因素。研究发现诸多涉及动机及对学习情景态度的因素最为活跃,对于学习成绩具有积极地影响作用。融合性动机因素、教师亲和力及课程难度对于学生的学习成绩没有明显的积极性影响。激发和强化学生学习动机的关键力量是教师和办学单位。 This paper mainly studies the motivational factors that affect the learning achievements of English majors in non-first-class universities in underdeveloped areas of western China. The study found that most of the factors that involve motivation and attitudes towards learning situations are the most active and have a positive impact on academic performance. Convergence motivation, teacher affinity and difficulty of course have no significant positive impact on students’ academic performance. Key drivers for motivating and reinforcing student learning motivation are teachers and school sponsors.