Triggered by the pilot of the “Gao-Kao” reform, the avoidance of physics courses in senior high school has aroused the concern of society in China. The factors that influence the motivation to learn physics are an important research topic, especially for countries that have a disciplinary-based education tradition in secondary school. However, there is a lack of instruments for evaluating secondary school students’ physics learning motivation, as most motivational studies consider science learning motivation as a single construct and do not distinguish between the motivation to learn different science disciplines. Therefore, we developed an instrument for measuring physics learning motivation and used this instrument to investigate the trend of physics learning motivation from middle school to high school and how physics learning motivation was influenced by teachers, parents and peers. Adopting achievement goal theory as the theoretical foundation, we developed a survey for physics learning motivation by adapting previously validated instruments. After pilot testing, 502 middle school and senior high school students completed the survey. Statistical tests, such as factor analysis, were conducted to test the reliability and validity of the instrument. Descriptive statistics confirmed some of the findings from past research (such as an overall decline in motivation to learn science), but more detailed analysis also led to new findings. Using Structural Equation Modeling (SEM) we investigated the relationships between students’ perceptions of the environment’s goal emphases, their personal goal orientations, and their engagement in physics learning in and out of school. The results showed that the students’ goal orientations were influenced by teachers and parents, but primarily by their peers. Finally, we discuss possible explanations of the findings and their implications for follow-up studies and policy adjustments.

以“高考”改革试点为契机，高中物理课避课在国内引起社会关注。影响学习物理动机的因素是一个重要的研究课题，特别是对于具有中学学科教育传统的国家。然而，缺乏评估中学生物理学习动机的工具，因为大多数动机研究将科学学习动机视为单一结构，并且没有区分学习不同科学学科的动机。所以，我们开发了一种测量物理学习动机的工具，并使用该工具来调查物理学习动机从初中到高中的趋势以及物理学习动机如何受到教师、家长和同伴的影响。采用成就目标理论作为理论基础，我们通过采用先前经过验证的工具开发了一项物理学习动机调查。经过试点测试，502名初高中生完成了调查。进行因素分析等统计检验，以检验该工具的信度和效度。描述性统计证实了过去研究的一些发现（例如学习科学的动机总体下降），但更详细的分析也带来了新发现。我们使用结构方程模型 (SEM) 调查了学生对环境目标重点的感知、他们的个人目标取向以及他们在校内外参与物理学习之间的关系。结果表明，学生的目标取向受教师和家长的影响，但主要受同龄人的影响。最后，我们讨论了对调查结果的可能解释及其对后续研究和政策调整的影响。