<![CDATA[Learning motivation among high school students develops through interactions between individual and social factors, with peer relationships becoming particularly salient during adolescence. This study systematically synthesizes empirical evidence concerning the characteristics of peer-environment research, the mechanisms through which peer relationships support learning motivation, and the factors explaining variations across findings. A Systematic Literature Review with narrative-thematic synthesis was conducted using 22 verified empirical studies involving high school and relevant secondary-school populations. The findings reveal a broadly consistent positive association between supportive peer environments and students' learning motivation. Peer relationships operate through emotional support, academic assistance, a sense of belonging, behavioral modeling, positive academic norms, collaborative learning, academic self-concept, and self-efficacy. The strength of these relationships varies according to friendship quality, individual student characteristics, teacher and family support, subject area, school climate, cultural setting, and research design. The review indicates that the mere presence of peers is insufficient; the quality and academic orientation of peer interactions are more consequential. Schools can therefore strengthen learning motivation through structured cooperative learning, peer mentoring, peer-assisted learning, and inclusive classroom norms that transform peer relationships into constructive educational resources.]]>
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