学业动机因其在学生的学业成就等良好学业适应方面的重要作用而成为教育心理学领域经久不衰的研究主题。随着贫富差距日益增大，学习的社会生态环境也发生变化，并有可能影响到学业动机。探究经济不平等与学业自我决定动机之间的关系，对于准确理解学生学业动机的形成机制、提高教育质量和促进教育公平等具有重要的理论和实践意义。自我决定理论认为，在一个连续体上分布着自我决定程度不同的动机，从自我决定程度最高的动机到自我决定程度最低的动机，依次为内在调节动机、认同调节动机、内摄调节动机、外在调节动机和无动机，而基本心理需要的满足有利于个体的动机向着自我决定水平更高的方向发展。本研究拟从主观感知到的经济不平等和客观经济不平等两个角度探讨其对学业自我决定动机水平的影响。

研究一聚焦于高中生感知到的经济不平等与学业自我决定动机之间的关系，对910名高中生进行了间隔半年的两波段问卷追踪，检验了经济不平等感知与学生自我决定动机的横断相关和时间滞后效应。研究二采用横断历史元分析的方法，整理了1995至2022年间发表的219篇自我决定动机相关研究，分析了当年、3年前和5年前客观经济不平等（基尼系数）与学业自我决定动机之间的关系。

研究一发现，高中生感知经济不平等与内在调节和认同调节呈负相关，而与内摄调节、外在调节和无动机呈正相关。研究二发现过去三十年间，客观经济不平等（基尼系数）与认同调节和无动机呈负相关，与内在调节、内摄调节和外在调节呈正相关。

本研究结果表明，无论是主观报告的感知经济不平等还是客观评估的经济不平等数据，都不仅与当下的学业自我决定动机相关，还对未来的学业自我决定动机有预测作用。这些发现彰显了经济不平等对教育所具有的不可低估的重要影响，也为呼吁、推动教育公平提供了具有说服力的实证支持。此外，本研究结果也为教育实践提供了参考，对如何制定更为合理的教育政策、创建更具有包容性的学习环境、发挥家校社协同育人作用、进而提升经济弱势群体学生的学业动机等具有启示意义。

Academic motivation has been an enduring research topic in the field of educational psychology because of its important role in students' academic achievement and positive academic adaptation. As the gap between rich and poor widens, the social ecological environment of learning also changes and has the potential to affect academic motivation. Exploring the relationship between economic inequality and academic self-determined motivation is of great theoretical and practical significance for accurately understanding the formation mechanism of students' academic motivation, improving the quality of education and promoting educational equity. Self-Determination Theory suggests that motivation varies along a continuum of self-determination, from most to least self-determined: intrinsic regulation, identified regulation, introjected regulation, external regulation, and amotivation. The satisfaction of basic psychological needs facilitates the development of more self-determined forms of motivation. This study aims to explore the impact of both perceived and objective economic inequality on the levels of academic self-determination motivation.

Study 1 focused on the relationship between perceived economic inequality and academic self-determination motivation among high school students. A two-wave questionnaire tracking was conducted on 910 high school students with an interval of six months to examine the cross-sectional correlation and time-lagged effects of perceived economic inequality on students' self-determination motivation. Study 2 used cross-temporal meta-analysis to review 219 studies on self-determination motivation published between 1995 and 2022 and analyze the relationship between objective economic inequality (Gini coefficient) and academic self-determination motivation in the current year, three years ago, and five years ago.

Study 1 found that perceived economic inequality among high school students negatively correlated with intrinsic and identified regulation, and positively correlated with introjected regulation, external regulation, and amotivation. Study 2 found that objective economic inequality (Gini coefficient) was negatively related to identified regulation and amotivation, and positively related to intrinsic regulation, introjected regulation, and external regulation during the past thirty years.

The results of this study suggest that both subjectively reported perceived economic inequality and objectively assessed economic inequality data are not only related to current academic self-determined motivation, but also predict future academic self-determined motivation. These findings highlight the important impact that economic inequality has on education that cannot be underestimated, and provide persuasive empirical support for calling for and promoting educational equity. In addition, the results of this study provide a reference for educational practices, which can shed light on how to formulate more reasonable educational policies, create more inclusive learning environments, enhance home-school-society cooperation, and improve the academic motivation of students from economically disadvantaged groups.