Objective: The objectives of this study were to identify latent profiles according to trajectories in the learning amotivation of adolescents and test whether the relationships between the adolescents and their parents, teachers, and peers have significant effects on classifying the latent profiles. Methods: The latent growth model was applied to identify the growth pattern of amotivation for the Gyeongi Education Panel Study (GEPS) panel data from the 3rd grade of middle school to the 3rd grade of high school and the different groups of amotivation changes were investigated using growth mixture models. The multinomial logistic analysis was conducted to identify the social impacts on different amotivation groups. Results: First, from the 3rd grade of middle school to the 1st grade of high school, students’ learning amotivation remained stable, whereas from the 1st grade of high school to the 3rd grade of high school, students’ learning amotivation increased as the grade level increased. Second, four distinct latent profiles were found and were defined as a ‘“continuously high-ranking group” (11.3%)’, a ‘“decreasing group” (4.8%)’, an ‘“increasing group” (11.4%)’, and a ‘“continuously low-ranking group” (72.5%)’. The results further indicated that the relationship between students and their parents and teachers were significant predictors of classifying latent profiles. Conclusion: This study will contribute greatly to the education field, as basic data to manage students’ learning amotivation efficiently by clarifying the existence of groups in which changes in learning amotivation differ.