The Research On The Structure Of Learning Motivation Of The College And University Students After The Enrollment Expansion

Learning motivation (L.M.) is one of the keen questions for study of Educational Psychology and Learning Psychology. Since the end of 1970s, to study L.M. from social cognitive perspective has been the forward position of this field. In our country, L.M. has been paid more attention. However, the studies about college and university students is comparatively weak, especially that of the structure of L.E..From the social cognitive perspective and with the higher educational reform, especially the enrollment expansion (E.E.) since 1999, this study adopting a self-designed questionnaire investigates the structure of L.E. of 1832 students of different colleges and universities in various regions. Through this study, we hope to provide a objective basis as well as guidance for the L.M. training of students with different higher educational backgrounds.The results are as following:1. Psychometric analysis shows that the questionnaire "L.M. for college and university students" achieves good level of content, structural validity and reliability, in which both of the split-half coefficient and Cronbach's a coefficient are either above 0.70 or close to 0.70.2. After E.E., L.M. of college and university students is composed of 6 principle components. According to the degree of intensity, they can be arranged in such an order: repaying one's family and parents, seeking knowledge, getting a job and living a life, pursuing performance, serving for society and passive motivation.3. After E.E., there are some changes in the content and structure of L.M. of the college and university students, which can be generalized as the following: the first, repaying one's family and parents, seeking knowledge, getting a job and living a life, pursuing performance are chief L.M., which characteristic of multi-dimension is more and more obvious. Secondly, the motivation of repaying one's family and parents is the most intensive one for the students nowadays. Thirdly, most of the motivations relate more with personal interests but less with social properties.4. There are significant differences in L.M. of getting a job and living a life, repaying one's family and parents, pursuing performance and passiveness among students with different higher educational backgrounds. There is a significant interaction effect between higher educational background and major in L.M. of getting a job and living a life, repaying one's family and parents, seeking knowledge, and that between higher educational background and sex in L.M. of pursuing performance.5. There are significant differences in passive L.M. between the students of science and that of liberal arts.6. Significant difference are also found in the motivations of seeking knowledge, repaying one's family and parents, serving for society between male and female students.