学习内部动机对学生的学习成就、自主发展、创造性、心理健康等众多积极方面都有重要的影响。如何维持和激发学生以兴趣作为内部驱动力自主地进行学习求知（即学习内部动机）一直以来是我国学校教育教学的重要议题。

近年来，自我决定理论为提升学生学习内部动机的实践改进提供了有效的切入点，即可以通过创设满足学生学习关系需要、胜任需要、自主需要的外部学习环境来提升学生学习内部动机。教师和同伴是影响学生外部学习环境的重要可变因素。为探究教师和同伴对学生基本心理需要与学习内部动机的影响机制，本研究以我国3所学校（城市、乡镇、农村各一所）的961名七、八年级学生（515名学生作答数学版问卷，446名学生作答语文版问卷）为研究样本，采用结构方程模型和Bootstrap置信区间法探讨了这个研究问题。

本研究共包含三个部分：第一部分首先检验了教师相关因素（教师参与、教师结构性教学和教师自主支持）是否会通过基本心理需要（关系需要、胜任需要、自主需要）的满足影响学习内部动机；第二部分探究了同伴相关因素（同伴关系、同伴投入、同伴互助、同伴成功替代性经验、同伴自主支持）是否会通过基本心理需要的满足影响学习内部动机；第三部分，探讨了教师相关因素的影响是否会通过同伴相关因素进而满足学生基本心理需要促进学生的学习内部动机。本研究的结论如下：

（1）语文和数学学科教师的教师参与、结构性教学分别能显著地通过满足学生学习的关系需要和胜任需要促进学习内部动机。两个学科的教师自主支持能边缘显著地通过满足学生学习的自主需要促进学生学习内部动机。

（2）两个学科中同伴关系能显著地通过满足学生的关系需要促进学习内部动机。数学学科中同伴互助、同伴成功替代性经验能边缘显著地通过满足学生的胜任需要促进学习内部动机。语文学科中同伴互助能边缘显著地通过满足学生的胜任需要促进学习内部动机。

（3）两个学科的教师参与都能够显著通过同伴关系来满足学生学习关系心理需要进而促进学生学习内部动机。语文学科的教师结构性教学可以显著通过同伴互助进而满足学生学习胜任心理需要进而促进学习内部动机。

Learning intrinsic motivation has an important impact on students' learning achievement, independent development, creativity, mental health and many other positive aspects. How to maintain and motivate students' interest as the internal driving force to study and seek knowledge independently (that is, the intrinsic motivation of learning) has always been an important issue in school education and teaching in China.

In recent years, self-determination theory has provided an effective way for the practical improvement of students' learning intrinsic motivation, that is, to create an external learning environment that meets the needs of autonomy, relatedness and competence. Teachers and peers have an important influence on students' learning environment. To explore the mechanism of the influence of teachers and peers on basic psychological needs and learning intrinsic motivation, in this study, 961 students in grade 7 and grade 8 (515 students answered the math version of the questionnaire, and 446 students answered the Chinese version of the questionnaire) from 3 schools in China (one in each city, town and rural area) were used as research samples, and structural equation model and the Bootstrap confidence interval method were used to study the problems of the research.

This study consists of three parts: the first part firstly examined whether the variables of teacher practice (involvement, structure and autonomy support) influence the intrinsic motivation of learning through the satisfaction of specific basic psychological needs ( relatedness, competence and autonomy); The second part exploreed whether peer variables (peer relationship, investment, mutual assistance, successful substitute experience, autonomous support) influence the intrinsic motivation of learning through the satisfaction of specific basic psychological needs. The third part discussed whether the influence of the teacher's practice variable will meet the specific students' basic psychological needs through the peer variable to promote the students' intrinsic motivation of learning.

The conclusions of this study are as follows:

(1) Teacher participation and structured teaching can significantly promote students' intrinsic motivation for learning by satisfying students' learning relatedness needs and competence needs, respectively. Teachers' autonomous support can nearly significantly promote students' intrinsic motivation for learning by satisfying students' autonomous needs for learning.

(2) Peer relationship can significantly promote learning intrinsic motivation by satisfying students' relationship needs. Peer mutual assistance and peer successful substitute experience can nearly significantly promote the intrinsic motivation of learning by satisfying the competence needs of students, and the result has disciplinary differences.

(3) Teacher participation can further meet students' psychological needs of learning relatedness and promote students' intrinsic motivation of learning through peer relationship. The structural teaching of teachers can meet the psychological needs of students' learning competence and promote the intrinsic motivation of students' learning through peer assistance.