拔尖学生的学习动力:结构性变化与影响因素

Structural Changes and Influential Factors in Learning Motivation among Students in Top-notch Talent Cultivation Programs in College

在高选拔性和高挑战度的大学拔尖创新人才培养项目中,拔尖学生的学习动力是重要的教育观测指征,也是其学术志趣的具体表现。学习动力包括动力强度与动力来源两个侧面。本文通过比较2017年与2023年两次全国拔尖学生调查的截面数据发现,相比于2017年,2023年拔尖学生的平均学习动力强度减弱,源自“求知兴趣”的学习动力显著下降,源自“就业升学”的学习动力显著上升,动力来源构成有外部化、功利化趋势;当前拔尖学生从大一起便具有强烈的“就业升学”等外部动机,在2017年调查中这一动机到大三才变得较强。异质性分析结果显示,拔尖学生的学习动力变化与招生渠道和家庭背景密切相关,竞赛生、家庭条件较优越者学习动机的功利化程度较小;当社会大环境变化时,家庭条件较差者的学习动力更显著地受到外部因素侵袭。社会环境变化与国家宣传教育可能促进了报国志向。

In highly selective and challenging top-notch talent cultivation programs in STEM fields, students' learning motivation is an important educational observation indicator and a concrete manifestation of their aspiration and interest. Learning motivation includes two aspects: the magnitude of motivation and the source of motivation. By comparing cross-sectional data from two national surveys of top students in 2017 and 2023, it was found that compared to 2017, the average learning motivation intensity of top students in 2023 has decreased, with a significant decrease in learning motivation derived from “curiosity” and a significant increase in learning motivation derived from “employment or further education”. The composition of motivation sources showed an externalization and utilitarianism trend. The current top students had a strong motivation for “employment or further education” from the beginning of their freshman year, but in the last survey, this motivation only became stronger in their junior year. The heterogeneity analysis results showed that the changes in the learning motivation status of top students are closely related to enrollment channels and family backgrounds: “Olympiad students” and those with superior family conditions have less utilitarian learning motivation. When the social environment changed, the learning motivation of those from disadvantaged families was more significantly affected by adverse effects.