进入普及化阶段的中国大学生学习动机研究

A Study on China College Students’ Learning Motivation in the Early Era of Higher Education Universalization

随着高教普及化阶段更多学生进入高校,扎根中国社会文化情境分析现代大学生学习动机的特点,成为深入理解学生、改进教育教学和人才培养方式的重要基础。本研究借助对"自我"概念的分析,结合有关中国学习者的研究,建构了兼顾自我生发和社会规范的整合性学习动机分析框架。借助清华大学"中国大学生学习与发展追踪研究"调查数据,通过验证性因子分析、描述性统计和多元回归分析发现:(1)这一分析框架在中国情境中具有合理性,得到全国性定量调查数据的支撑和验证。(2)社会规范型动机略高于自我生发型动机水平,不同类型学生群体表现出差异性的学习动机特点。(3)两类动机均与学生学习收获显著正相关,自我生发型动机作用更大。两类动机相互作用对学生学习收获产生更大影响。本研究提出,要认识到社会规范型动机的高水平是中国文化情境、高等教育进入普及化发展阶段特点共同影响的结果,要采取举措提升学生的"学习志趣"水平,并扎根中国本土建构大学生学习与发展理论。

Based on the concept of “self” and studies on the Chinese learner, this paper constructed an integrative analytical framework to combine self-generated and social-normative motivations. With data from the China College Student Survey(CCSS) and quantitative methods, including confirmatory factor analysis, descriptive statistics, and multiple regressions, this study proves the explanatory power of the analytical framework in China’s cultural context. It finds that the level of social-normative motivation is slightly higher than that of self-generated motivation. Students from different groups perform differently in learning motivations. Besides, self-generated motivation plays a more positive role than social-normative motivation in promoting student learning outcomes. There is also a more significant interaction effect of these two kinds of learning motivations. The paper suggests that the higher level of social-normative motivation is rooted in China’s cultural context and resulted from the universalization of China’s higher education. Higher education institutions should take measures to enhance students’ study interests and aspirations. It is necessary to anchor in China’s culture and educational context when developing theories on Chinese college student learning and development.