摘要目的:调查应急远程教学情境下医学本科生的外语学习动机和学业表现的关系。方法:本文的研究对象为131名2018级医学专业本科生。使用学习动机与策略问卷（motivated strategies for learning questionnaire，MSLQ）的学习动机部分测量学生的学习动机。采用SPSS 27.0对数据进行统计学分析。使用Spearman相关系数来描述学习动机和学业表现间的关系；使用非参数Mann-Whitney U检验对比不同特征的学生之间的差异。 结果:①学习信念、自我效能、学习目标、任务价值感4个维度两两存在正相关关系，且关系显著；②学业表现与自我效能、学习目标感之间存在正相关关系，且关系显著；③高表现组与低表现组的自我效能和学习目标上的差异具有统计学意义；④男生和女生的学习动机差异不具有统计学意义。结论:网络学习情境下，需增强大学英语学习的自我效能感，设置注重深度学习的学习目标，提升学习任务价值感和学习信念。

abstractsObjective:To investigate the relationship between foreign language learning motivation and academic performance of medical students in emergency remote teaching.Methods:A total of 131 medical undergraduates from the Batch 2018 participated in this study. The motivation part in the "motivated strategies for learning questionnaire (MSLQ)" was used to test students' learning motivation. SPSS 27.0 was used for statistical analysis. Spearman correlation coefficient was used to describe the correlation between learning motivation and academic performance. Non-parametric Mann-Whitney U test was adopted to compare differences between students with different characteristics. Results:①There were strong positive correlations between learning beliefs, self-efficacy, goal orientation, and task value pairwise; ②self-efficacy and goal orientation were found to have significant positive correlations with academic achievement; ③the differences in self-efficacy and learning goals between high-achieving and low-achieving groups were statistically significant; ④there was no statistical difference in learning motivation between different gender groups.Conclusion:Under the background of online learning, self-efficacy should be strengthened for English learning, making learning goals that focus on deep learning and improving the value of learning tasks and learning beliefs.