An Empirical Study Of Post-90 College Students' Learning Motivation

College students enrolled around 2008 are often referred to as the "post-90s" college students.Whether people's perception of their daily learning performance or their comments on the hidden learning motivation are mixed.In order to obtain accurate understanding and follow up or adjust the corresponding educational behavior,it is necessary to use empirical research to prove.This study adopts the combination of qualitative and quantitative research methods,selecting five typical universities in Shanghai with their 860 participants,adopting college of the university students learning motivation questionnaire and the questionnaire of projective test,using the SPSS23.0 data statistical analysis,with a goal to reflect the learning motivation of the current common problems and improvement strategy group interviews,study the characteristics of the post-90 s college students' learning motivation,find the hidden contradiction of this phenomena,deeply analyze the causes of the current status of post-90 s college students' learning motivation,concretely understand of the problems faced by post-90 s college students' learning motivation.This study will combine the research results and put forward the optimization of education of post-90 s college students' learning motivation strategy,expecting to improve their learning efficiency and the learning motivation.The main contents and conclusions of this study are as follows:This paper finds the characteristics of the learning motivation of post-1990 college students.It is found that post-90 college students are.There are four typical characteristics,which are showing a generally healthy and a high level of learning motivation;the intrinsic motivation and extrinsic motivation present to keep an abreast situation;the learning motivation that plays the role of relationship presents a fluctuating situation and the growing tension between the desire to succeed and the fear of failure.Respectively,the data survey shows the real contradiction between the high learning motivation and the fact that there are still many phenomena of low learning efficiency or even self-abandonment.The learning cognitive contradiction between the situation that the learning motivation plays an equal role both inside and outside and the students' insufficient understanding of the learning inquiry behavior and the full understanding of the pure materialization of the learning behavior.The learning motivation that plays the role of relationship is greatly different in varied cultures and regions.The contradiction in educational management is formed between the efforts to study for the sake of parents and other beloved people and the weakening of the role of other people in the traditional sense.The tension between craving for success and fearing failure is growing,creating a learning behavior conflict between being able to handle it properly and being able to handle it in a way that is likely to be extreme.It is found that post-90 college students' learning motivation in the mainstream is healthy,the students desire for knowledge,learn,and improper also exists in reality motivation strength low learning efficiency,compulsory measures,weakened the autonomous learning motivation,learning motivation,the improper education adds utility education adverse effect weakened the learning motivation,small group orientation peripheral environment has not been effectively promote social orientation learning motivation,crave success and fear of failure of learning motivation is easy to cause psychological problems such as six kind of problem.In the case of frustration,extreme or long-term negative emotions may be generated,and people may take forced abandonment,self-abandonment and other escape ways to cope with learning frustration.This study finds that school type has a significant influence on the learning motivation of post-90 college students.In addition,family education background and whether the only child or not also have an important influence.However,problems such as imbalanced and inadequate educational resources,unscientific evaluation and unreasonable guidance at the social level may urge students to weaken their autonomous learning motivation and intensify their utilitarian learning motivation.The improper implementation of curriculum setting,teaching and management services at the school level may be the main reason that decreases college students' learning motivation.The tactics of quick success,quick benefit,the improper methods of leniency and strictness used in family education may also lead to the problem of college students' low learning motivation.Based on the above research,this paper proposes ten types of educational strategies to optimize the learning motivation of post-90 college students.In addition,through the research results,this paper finds that it can be actively discussed in three aspects: cultivating traditional male personality traits,enhancing social characteristics and small group characteristics,and eliminating social differences in basic conditions such as household registration,regional and family education background.