Research into language learning demotivation has tended to focus on the identification of discrete factors resulting in demotivation. In this article, we report an investigation into the interrelationship among factors eventually leading to demotivation using a sequential exploratory mixed-methods design. In Study 1, 13 participants were interviewed about their demotivation experiences and what factors, they perceived, had led to demotivation over a period of 12 months. We then used these results to formulate a demotivation model. In Study 2, we tested the generalizability of this model on a larger sample (N = 2044). Using structural equation modeling, our results showed that the model fit the data, and most of its paths were statistically significant. This model showed that having a fixed mindset had one direct and two indirect paths to demotivation. The two indirect paths were through lowering the learner’s ideal L2 self and through feeling disappointed by setbacks. We discuss the implication of our findings for language learning and teaching.

对语言学习消极情绪的研究往往侧重于识别导致消极情绪的离散因素。在本文中，我们报告了使用顺序探索性混合方法设计对最终导致消极情绪的因素之间的相互关系进行的调查。在研究 1 中，13 名参与者接受了关于他们的消极情绪体验以及他们认为在 12 个月内导致消极情绪的因素的采访。然后我们使用这些结果来制定一个消极模型。在研究 2 中，我们在更大的样本（N= 2044）。使用结构方程建模，我们的结果表明该模型拟合数据，并且其大部分路径具有统计显着性。该模型表明，拥有固定心态的人会通过一条直接路径和两条间接路径来降低动力。两条间接途径是通过降低学习者的理想二语自我和通过对挫折感到失望。我们讨论了我们的发现对语言学习和教学的影响。