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To address this gap, this article proposes Decent Learning Theory (DLT) to explain adolescents' perceived decent learning from a structural\u2013psychological perspective. DLT draws on educational psychology, developmental psychology, the sociology of education, intersectionality theory, and the Psychology of Working Theory. It proposes that structural educational conditions and the relational school environment may contribute to perceived decent learning partly through three proximal psychological mechanisms: learning safety, learning belonging, and meaning in learning. Perceived decent learning is defined as students' overall appraisal of whether learning preserves dignity, operates through procedurally fair arrangements, and supports sustainable development. DLT further positions motivational internalization as a downstream mechanism through which perceived decent learning may contribute to behavioral, psychological, and developmental functioning, while allowing for residual direct associations. The theory provides a set of testable propositions and a framework for measurement development, longitudinal and multilevel research, educational practice, and policy.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1915779","type":"journal-article","created":{"date-parts":[[2026,8,31]],"date-time":"2026-08-31T05:41:11Z","timestamp":1788154871000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Toward a decent learning theory: a structural\u2013psychological framework for understanding students' appraisals of learning"],"prefix":"10.3389","volume":"17","author":[{"given":"Bowen","family":"Xue","sequence":"first","affiliation":[{"name":"Affiliated Mental Health Center and Hangzhou Seventh People's Hospital, Zhejiang University School of Medicine","place":["Hangzhou, Zhejiang, China"]},{"name":"Department of Psychology and Behavioral Sciences, Zhejiang University","place":["Hangzhou, China"]},{"name":"Research Center for Mental Health and Humanities, Zhejiang University School of Medicine","place":["Hangzhou, Zhejiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hong","family":"Luo","sequence":"additional","affiliation":[{"name":"Affiliated Mental Health Center and Hangzhou Seventh People's Hospital, Zhejiang University School of Medicine","place":["Hangzhou, Zhejiang, China"]},{"name":"Department of Psychology and Behavioral Sciences, Zhejiang University","place":["Hangzhou, China"]},{"name":"Research Center for Mental Health and Humanities, Zhejiang University School of Medicine","place":["Hangzhou, Zhejiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,31]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"2547781","DOI":"10.1080\/23311908.2025.2547781","article-title":"Exploring the mediating role of dimensions of academic task engagement in the relationship among student-teacher relationship, academic task value, and positive development outcomes","volume":"12","author":"Abren","year":"2025","journal-title":"Cogent Psychol."},{"key":"B2","doi-asserted-by":"publisher","first-page":"1","DOI":"10.53761\/s2he6n66","article-title":"Belonging in higher education: a twenty 20 year systematic review","volume":"21","author":"Allen","year":"2024","journal-title":"J. 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