Motivation is a critical factor for predicting learners’ academic achievement. Based on Self-Determination theory, the current study investigated the relationship between Chinese middle school English language learners’ motivational variables for learning English and their English proficiency. Research results showed that students’ autonomous motivation was a stronger predictor for students’ perceived autonomy support and students’ psychological need satisfaction than students’ controlled motivation. Additionally, both students’ autonomous motivation and controlled motivation were significantly linked to students’ self-efficacy and students’ classroom engagement, which in turn predicted students’ English proficiency. However, contrary to previous studies, students’ perceived autonomy support was not a significant predictor for explaining the extent of students’ psychological need satisfaction. 

Le Luo, Yanyan Chen. Investigating the Relationships between Middle School Students' Motivational Factors and English Proficiency Based on Self-Determination Theory. Frontiers in Educational Research (2026), Vol. 9, Issue 5: 47-54. https://doi.org/10.25236/FER.2026.090508.

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