从意图到行动：目标导向学习的职能动机模型

Students often express motivation to learn yet struggle to translate intention into sustained academic action. Although existing motivational theories explain important aspects of learning engagement, few provide a neurocognitively grounded account of how motivation becomes action. The Functional Motivation Model (FMM) proposes that goal-directed learning behavior emerges through the interaction of motivational drive, self-referential evaluation, and executive control processes. This study proposes a neuroeducational framework explaining how intention is translated into action and operationali