The current research aims to reveal the nature of the structure of the reciprocal relationships (causality) between the motivation processes for learning (learning goals, learning values, social comparisons for learning, and learning outcome expectations) from the perspective of the social cognitive theory, in a sample of third-year secondary school students, the size of which was (263) male and female students, to whom the scales of learning motivation processes were applied, prepared by the researcher, and using confirmatory factor analysis, with a one latent factor model, the results showed that the structure of learning motivation processes consists of a one latent construct that indicates a psychological concept, which is motivation for learning, and using path analysis, the results showed the existence of a significant positive effect of learning goals on learning values and learning outcome expectations, the existence of a significant positive effect of learning values on social comparisons for learning and learning outcome expectations, the existence of a significant positive effect of social comparisons for learning on learning outcome expectations, and a discussion of these results, recommendations, and proposed future research were presented. The recommendations emphasized the practices of learning by observation and learning from models, as the student's observation of the teacher and his colleagues affects the building and stimulating of learning motivation, especially in the context of classrooms; and in response to the results of the current research, educational psychology still needs more research that provides useful experiential knowledge in answering the question of how human motivations are formed and stimulated in learners? Keywords: learning motivation processes, learning goals, learning values, social comparisons of learning, learning outcome expectations, social cognitive theory, high school students.