识别与确认影响学生学业发展的内外因素一直是教育心理学研究领域中的核心主题。在博后阶段，作者就这一主题开展了系列实证研究，考察了多个变量如成就目标、社会比较（个体内因素）和教师自主支持（个体外因素）对学生学业发展相关变量的预测作用。其中，研究1探讨了成就目标剖面及其与学业倦怠、学业投入和考试焦虑的关系，研究结果有助于研究者从新的视角了解成就目标这一耳熟能详的变量对学生学业发展的影响，并为深刻而辩证地理解我国学生的学业发展特点（如考试焦虑高）提供了启示。研究2将社会比较引入学业领域，探讨了多种类型的社会比较（上行对比、上行同化、下行对比和下行同化）与学业坚持、学业拖延乃至心理幸福感的关联，弥补了已有研究不足、识别了有益于学生发展的社会比较类型，进而为如何引导学生进行正确的社会比较提供了科学依据。研究3则从环境因素入手，探讨了教师自主支持与学生学业投入的关系，考察了多个内在因素即掌握目标、学业自我概念、学业情绪在上述关系中的多重中介作用，并创新性地考虑和检验了学科（数学和语文）差异，这不仅丰富了现有实证研究，也有助于为今后的教与学提供具有学科针对性的指导与建议。

Exploring and identifying the internal and external factors influencing student academic development has always been the core topic in the field of educational psychology. During the post-doc stage, the author conducted a series of empirical studies on this topic, covering the predictive role of various factors like achievement goals (internal), social comparison (internal), and teacher autonomy support (external). More specifically, Study 1 explored achievement goal profiles and their relationship to academic burnout, learning engagement, and test anxiety, thus contributing to understanding the nature of achievement goals as familiar variables from a new perspective and the potential reasons for learning characteristics of Chinese students (e.g., experiencing high test anxiety). Study 2, introducing social comparison into the academic field, explored the relation of various types of social comparison (i.e., upward identification, upward contrast, downward identification, and downward contrast) with academic persistence, academic procrastination, and psychological well-being, thus addressing the research gaps, identifying the beneficial role of some types of social comparisons, and providing new insights for the issue of how to guide students to conduct constructive social comparisons. Study 3 explored the relationship between teacher autonomy support and student learning engagement, investigated multiple mediators (i.e., academic self-concept, mastery goals, and academic emotions) in such a relationship, and innovatively involved and tested subject (math and literacy) differences, thus enriching the literatures and contributing to providing subject-specific guidance for teaching and learning.