近年来义务教育改革不断深入，但学生学习动力不足的现象仍普遍存在并且有低龄化倾向，依旧是教育领域面临的重大挑战。为有效提升学生的智育水平，首先需深入了解学生学习动机的特性及发展规律。本研究基于情境期望价值理论，通过潜在转变分析探索了小学生学习动机的潜在类别转变及性别、家庭经济状况和父母养育方式对类别转变的影响。通过三轮共一年期的追踪调查，本研究发现小学生的学习能力信念、价值和成本认知能够形成动机平均组、适应良好组、适应不良组和高成本组四种典型的动机类别。各类别在一年内总体保持稳定，但不同类别之间也存在相互转变轨迹。在影响因素上，本研究结果显示女生在学习动机上的转变方向更积极，而家庭经济状况对学生的动机转变没有显著影响。此外，父母的自主支持对动机转变具有积极影响，而父母的心理控制则会对转变产生消极影响。这些发现为深入理解我国小学生的学习动机模式及其发展趋势提供了科学依据。

In recent years, the reform of compulsory education has been continuously deepened, but the phenomenon of insufficient student motivation remains widespread and tends to affect younger students. This continues to be a significant challenge in the field of education. To effectively improve students’ intellectual development, it is crucial to understand the characteristics and developmental patterns of students’ learning motivation. Based on the situated expectancy-value theory, this study explored the latent transitions of primary school students’ motivation profiles and examined the impact of gender, socio-economic status, and parenting styles on these transitions. The study conducted three rounds of one-year follow-up surveys and found that students’ perceptions of their learning ability, value, and cost could form four typical motivational profiles: the average motivation group, well-adapted group, poorly adapted group, and high-cost group. These profiles generally remained stable over the year, but there were also trajectories of transitions between different profiles. In terms of influencing factors, the results showed that girls exhibited more positive changes in learning motivation, while family economic status did not significantly affect motivational transitions. Furthermore, parental autonomy support positively influenced motivational transitions, whereas parental psychological control had a negative impact. These findings provide a scientific basis for understanding the patterns and developmental trends of primary school students’ learning motivation in China.