This study constructs a multifaceted theoretical framework centered on self-determination theory, achievement motivation theory and attribution theory, and combines them with empirical data mining techniques to systematically reveal the differentiated effects of four key dimensions on English learning outcomes, namely, intrinsic motivation, extrinsic motivation, ideal bilingual self and ought to bilingual self, The four key dimensions of “intrinsic motivation”, “extrinsic motivation”, “ideal bilingual self” and “supposed bilingual self” were systematically revealed to have differentiated effects on English learning outcomes. The results showed that intrinsic motivation was the strongest positive predictor of learning outcomes (β = 0.542, p < 0.001), followed by positive bilingual self (β = 0.367, p < 0.001), and a weaker role for extrinsic motivation (β = 0.298, p = 0.001) and should bilingual self (β = 0.156, p = 0.064). The regression prediction equation developed in this study had a contribution value of 67.3% to the total number of variances in the dependent variable learning effectiveness; while the results of the cluster statistics using motivation type as a basis for categorization verified that students dominated by internal motivation had better language learning performance than students dominated by external motivation.
