Studying the Dynamics of Learning Motivation of Students from the First to the Last Year of Study

Abstract

This study investigates the dynamic evolution of learning motivation among Chinese undergraduates and junior college students across academic stages. Utilizing the College Student Learning Motivation Questionnaire (Tian & Pan, 2006), data were collected from 275 students at Yunnan Technology and Business University. Results indicate that learning motivation is a non-static, cyclical process. Undergraduate motivation follows a "U-shaped" curve, peaking in the junior year due to internship awakenings, while junior college students exhibit an upward trend, peaking in the sophomore year driven by employment pressure. The overall motivation level is moderately high (M=4.15), with intrinsic motivation dominating. Issues such as "persistence deficit" and "utilitarian deviation" persist, stemming from individual goal ambiguity, institutional curriculum disconnects, and socio-familial pressures. A four-pronged collaborative strategy involving students, teachers, universities, and families is proposed to sustain long-term motivation.