学习动力是由学习内外部诸种相关因素产生的，促使学生投入学习活动，推动学习活动周而复始地运行和发展，以实现学习目标的无数分力融汇而成的合力。学习动力具有方向性、个体性和动态性等特征。从类型来看，学习动力主要有基础力、内驱力和外助力三部分构成。 高中生学习动力现状堪忧，厌学、“混学校”现象日益严重，这会引发一系列不良后果。首先，高中生学习动力下降将影响学习活动的良性运行，学习活动难以启动、难以为继；其次，高中生学习动力下降会影响教学管理工作的顺利开展；最后，高中生学习动力下降将会影响高中生的持续发展和健康成长。 当前高中生学习动力下降是个多因一效的结果。为进一步认识和解决高中生学习动力下降这一问题，我们需要对其进行归因，在归因时我们要注意规避基本归因偏向、活动者和观察者的归因差异。从个体层面来看，高中生学习动力下降与高中生的“学习无望”、“习得无助”以及“难以延迟满足”有关；从环境层面来看，高中生学习动力下降又与“家庭不给力”、“学校的不利体验”以及“社会的不良影响”有关。 应对高中生学习动力下降问题需遵循主体性、协同性、渐进性原则。在具体策略方面：站在高中生视角来看，我们要着力提升其学习素养，树立正确的学习观（学习不仅为了谋生、考上大学改变命运，同时也为了享用、自我发展与完善），并提升其学习效能感；站在学校教育视角来看，我们有必要改进学校教育以助力高中生在学习生活中能体验到成就感、找到存在感。此外，我们还有必要创设有助于激发、强化高中生学习的家庭氛围、社会风气。

Learning motivation is produced by various internal and external factors, which urge students to engage in learning activities, promote learning activities to run and develop again and again in order to achieve the goal of learning. Learning motivation is characterized by directivity, individuality and dynamism. From the point of view of type, learning power mainly consists of three parts: basic power, internal drive and external help. The current situation of high school students'learning motivation is worrying, and the phenomenon of weariness and "mixed school" is becoming more and more serious, which will lead to a series of adverse consequences. First of all, the decline of high school students'learning motivation will affect the healthy operation of learning activities, learning activities are difficult to start, unsustainable; second, the decline of high school students' learning motivation will affect the smooth development of teaching management; finally, the decline of high school students'learning motivation will affect the sustainable development and healthy growth of high school students. The decline of learning motivation of senior high school students is a result of multiple causes. In order to further understand and solve the problem of learning motivation decline of high school students, we need to attribution, in attribution we should pay attention to avoid the basic attribution bias, the attribution differences between activists and observers. From the individual level, this is related to high school students' "learning hopelessness", "learning helplessness" and "hard to delay gratification"; from an environmental perspective, it is also related to "family not giving strength", "school adverse experience" and "social adverse effects". To deal with the decline of high school students' learning motivation, we must follow the principles of subjectivity, synergy and graduality. In terms of specific strategies: from the perspective of high school students, we must focus on improving our learning literacy and establishing a correct view of learning (learning not only to make a living, to change the fate of college, but also to enjoy, self-development and perfection), and Improve the sense of learning efficiency; from the perspective of school education, we need to improve school education to help high school students to experience a sense of accomplishment and find a sense of existence in their learning life. In addition, we also need to create a family atmosphere and social atmosphere that will help stimulate and strengthen high school students' learning.