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首页> 外文期刊>Frontiers in Psychology >Exploring the Influence of Learning Motivation and Socioeconomic Status on College Students’ Learning Outcomes Using Self-Determination Theory
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Exploring the Influence of Learning Motivation and Socioeconomic Status on College Students’ Learning Outcomes Using Self-Determination Theory

机译：利用自决理论探索学习动机与社会经济地位对大学生学习成果的影响

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摘要

Higher education, with the function of cultivating human capital, has already become the key focus of developed countries in the world. From Ministry of Education to higher education institutions, all of them are dedicated to enhancing student learning outcomes. Among them, social and educational problems derived from disadvantaged groups have long been hindering the development of individuals and the whole country. This study attempts to examine the learning motivation types of economically disadvantaged and non-disadvantaged college students, and evaluate the relationship between learning modes and learning outcomes from a self-determination theory perspective. In this study, 817 valid questionnaires were collected to compare the two sample groups in terms of learning path. The study shows that the non-economically disadvantaged students are superior to disadvantaged ones in terms of role identity, academic identity, explorative learning, exploitative learning, cognitive and non-cognitive gains. In regard to path analysis, economically disadvantaged students are significantly superior to non-disadvantaged students in the face of positive influence of academic identity on different learning modes and positive influence of explorative learning on cognitive and non-cognitive gains. Finally, this study proposes some suggestions specific to theoretical mode and future study based on the conclusions.
机译：高等教育具有培育人力资本的功能，已经成为世界发达国家的重点焦点。从教育部到高等教育机构，所有这些都致力于加强学生学习成果。其中，来自弱势群体的社会和教育问题长期以来一直阻碍个人和全国的发展。本研究试图研究经济上弱势群体和非弱势群体大学生的学习动机类型，并评估自我确定理论视角的学习模式与学习成果之间的关系。在本研究中，收集了817个有效问卷，以比较两个样本组在学习路径方面。该研究表明，在角色身份，学术认同，探索性学习，剥削性学习，认知和非认知收益方面，非经济上弱势学生优于弱势群体。关于路径分析，在学术认同对不同学习模式下的积极影响和探索性学习对认知和非认知收益的积极影响，经济上弱势学生明显优于非弱势学生。最后，本研究提出了一些关于理论模式和未来研究的一些建议。

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