Promoting students’ learning and development is essential to university education. Of these, Chinese university students’ academic performance and motivation for learning are crucial indicators of learning efficacy that require careful consideration in instructional practices. College students from A University and B University, two universities in Zhengzhou, Henan Province, served as research participants for this descriptive study. The study involved the selection of 324 college students, 146 of whom were male and 178 of whom were female. To ascertain the learning motivation with respect to personal circumstances, perceptions of learning motivation, and sources of motivation, as well as to evaluate the performance in terms of academic accomplishments, personal learning status, and school attendance, this study sought to characterize the profiles of respondents by sex, grade, major, and type of school. Additionally, the study examined the relationship between performance and motivation, examined response disparities when categorized by profile factors, and suggested a program for students to increase their learning. Most responders are female, juniors, and science majors. Considering their individual circumstances, motivations, and cognitive processes, the respondents concurred that they are driven to learn and that their individual learning circumstances are primarily responsible for their learning performance. When categorized by profile characteristics, there is little difference in the responses regarding academic achievement and motivation. Additionally, there is a substantial positive correlation between academic achievement and motivation, indicating that the more motivated a student is to learn, the higher the academic performance will be. A plan for improving learning was suggested considering the findings.