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

Abstract

This study looks at how learning motivation shifts across academic years for undergraduates and junior college students in China. We surveyed 275 students at Yunnan Technology and Business University using the College Student Learning Motivation Questionnaire (Tian & Pan, 2006). What we found: motivation isn't static. Undergraduates follow a U-shaped curve — motivation dips early, then spikes in the junior year, usually triggered by internship experiences that force students to confront the gap between classroom and workplace. Junior college students tell a different story: their motivation climbs steadily and peaks in the sophomore year, pushed by employment anxiety. The overall mean (4.15) sits in the moderately high range, with intrinsic motivation leading. But two problems keep showing up: students struggle to stay persistent, and some are clearly in it for the grades and job prospects rather than genuine interest. We trace these issues to three sources — vague personal goals, curricula that feel disconnected from real work, and family pressure. The paper closes with a four-part strategy involving students, instructors, universities, and families.