Study On The Relationship Among Chongqing College Students’ China Dream, Achievement Motivation And Learning Responsibility

China dream has received extensive attention from all sectors of society,and it has been studied by many scholars since the chairman proposed. The realization of China dream is not only China’s development direction, but also to guide university students to establish correct ideal and belief, provide spiritual motive of College Students. China dream has significant guidance and motivation in promoting the development of college students and clearing the responsibility of their homeland.In the past, our country mainly focused on the content, characteristics, significance and approaches of China dream .Study of college students’ China dream is rarely, and mostly descriptive and discussional .Their method is simple, their factor is single. Achievement motivation is a desire of individuals who want to obtain high achievement .It is the internal driving force produced by the need. College students’ China dream is a kind of ideal in nature, its implementation cannot do without the achievement motivation. Students as the future of the motherland, is a very precious talent resources, If there is no good learning responsibility, it will cause the lack of talent resources, influence the realization of the China dream. There is no domestic research about he relationship between Chongqing students’ China dream, achievement motivation and learning responsibility. Therefore, this study uses empirical methods to explore. This study enables us to understand the Chongqing college students’ China dream, achievement motivation, learning responsibility of the status quo, characteristics and existing problems, enrich the empirical study of China dream, arouse the achievement motivation of Chongqing college students, improve their learning responsibility, provide references and suggestions for the education department.This study finds:1. Self-compiled〈China dream questionnaire of college students> bears well reliability and validity and meets the requirements of psychometrics, which can be the measure tool.2. Chongqing college students’China dream is divided into 4 dimensions, scoring from high to low are:Growing employment dream> national prosperity dream>better life dream> entrepreneurial success dream. In the general questionnaire, college students scored significantly higher than undergraduate students, vocational college students scored significantly higher than students in regular universities and key universities, achievement in outstanding, good and general students scored significantly higher than poor students, urban students scored significantly higher than rural students, cadre of students scored significantly higher than non student cadre.3. In growing employment dream, boys scored significantly higher than girls, the second grade students scored significantly higher than the third grade students, achievement in good students scored significantly higher than outstanding, general and poor students, achievement in general students scored significantly higher than poor students, urban students scored significantly higher than rural students; in national prosperity dream, achievement in outstanding, good and general students scored significantly higher than poor students; in better life dream, urban students scored significantly higher than rural students; in entrepreneurial success dream, boys scored significantly higher than girls, the first grade students scored significantly higher than students in grade two and three, college students scored significantly higher than undergraduate students, vocational college students scored significantly higher than students in regular universities and key institutions, cadre of students scored significantly higher than non student cadre.4. Chongqing college students’ achievement motivation is divided into 2 dimensions, scoring from high to low are: the pursuit of success> avoiding failure.In the general questionnaire, boys scored significantly higher than girls, vocational colleges, ordinary college students scored significantly higher than the key college students, the first、fourth grade students scored significantly higher than students in grade two and three, cadre of students scored significantly higher than non student cadre.5. In the pursuit of success, boys scored significantly higher than girls, college students scored significantly higher than undergraduate students, vocational college students scored significantly higher than key college and college students, the ordinary college students scored significantly higher than the key college students, the first grade students scored significantly higher than students in grade two or three, the fourth grade students scored significantly higher than the second grade students, achievement in outstanding students scored significantly higher than general students, cadre of students scored significantly higher than non student cadre; in avoiding failure, boys scored significantly higher than girls, students in higher vocational colleges, the ordinary colleges was significantly higher than that of key college students, the first grade students scored significantly higher than students in grade two or three.6. Chongqing college students’ learning responsibility is divided into 5 dimensions, scoring from high to low are: learning emotion> learning cognitive> learning will> learning behavior> learning requirements. In the general questionnaire, boys scored significantly higher than girls, college students scored significantly higher than undergraduate students, vocational college students scored higher than ordinary college and key colleges students, students in grade one or four scored significantly higher than students in grade two or three, outstanding students scored significantly higher than general and poor students, good students scored significantly higher than general students, cadre of students scored significantly higher than non student cadre.7. In learning emotion, general college students scored significantly higher than key college students, the first grade students scored significantly higher than grade two or three students, urban students scored significantly higher than rural students ;in learning cognitive, girls scored significantly higher than boys, undergraduate students scored significantly higher than college students, achievement in outstanding, good and general students scored significantly higher than poor students, good students scored significantly higher than general students, cadre of students scored significantly higher than non student cadre; in learning will, boys scored significantly higher than girls, vocational college students scored higher than ordinary college and key college students, the first grade students scored significantly higher than the second grade students, outstanding students scored significantly higher than good, general and poor students, good grades students score significantly higher than general and poor student, cadre of students scored significantly higher than non student cadre.8. In learning behavior, boys scored significantly higher than girls, college students scored significantly higher than undergraduate students, vocational college students scored higher than ordinary college and key college students, the first grade students scored significantly higher than students in grade two or three, the fourth grade students scored significantly higher than the second grade students, achievement in outstanding, good students scored significantly higher than general and poor students, cadre of students scored significantly higher than non student cadre. In learning requirements, boys scored significantly higher than girls, college students scored significantly higher than undergraduate students, vocational colleges and general college students scored significantly higher than key colleges students, students in one, three or four grade scored significantly higher than the second grade students, the fourth grade students scored significantly higher than students in grade one or two, outstanding students scored significantly higher than poor, general and good students.9. China dream is correlated with learning responsibility for Chongqing students. Chongqing college students’ China dream was positively related to each dimension and the total questionnaire of learning responsibility; Chongqing college students’national prosperity dream、entrepreneurial success dream and total China dream were positively related to learning behavior of learning responsibility ,but growing employment dream and better life dream have no significant correlation with learning behavior. Chongqing college students’ achievement motivation was positively related to their learning responsibility.10. In the path analysis of China dream, achievement motivation, learning responsibility of Chongqing college students, achievement motivation plays a partial intermediary role between China dream, and learning responsibility, the ratio of mediating effect is 68.83%.