AbstractThis study examined relationships between ethnic identity, family environment, learning motivation, and academic performance among ethnic minority undergraduates in Guangxi Province, China. A cross-sectional survey involved 828 students from three colleges. Data were collected using a self-administered questionnaire. The instrument measured four latent constructs: (i) ethnic identity, using items adapted from established ethnic identity instruments; (ii) family environment, using items adapted from the Family Environment Scale; (iii) learning motivation, using items adapted from the Academic Motivation Scale; and (iv) academic performance, using self-reported indicators of grades, academic engagement, recognition, and academic-related experiences. Data analysis involved descriptive statistics in IBM SPSS (version 27), and Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) in SmartPLS4. SEM results showed that ethnic identity (_ = 0.366, p = 0.000) and family env.....