This paper synthesizes insights from Expectancy-Value Theory and interest-driven learning to explore the multidimensional nature of motivation in educational contexts.By examining how expectancy beliefs ， task value perceptions，and goal orientations collectively shape learning behaviors，we identify actionable strategies for enhancing instructional design.Further，we investigate interest as a critical catalyst that amplifies students' effort allocation， attentional focus，task persistence，and cognitive engagement，while concurrently informing adaptive teaching practices.