The Study Of Undergraduates' Learning Engagement And Its Influence Factors In Nanjing University

Based on the empirical study of undergraduates' learning engagement in general education curriculum in Nanjing university,this study is aiming to analyze undergraduates'learning engagement and its influence factors in general education curriculum.It will not only enrich the research progress in the area of learning engagement,but also promote reform in the aspect of general education curriculum at home,which has some reference for improving the quality of general education curriculum.This study chooses two factors:elective motivation and classroom environment,and examines the influence mechanism of undergraduates' learning engagement in general education curriculum from both internal and external aspects.The paper combines the questionnaire survey and interview method.Specifically,through the questionnaire survey,the date of undergraduates' learning engagement in general education curriculum in Nanjing University has been collected and analyzed.By analyzing the date with descriptive statistics,factor analysis,variance analysis,correlation analysis and regression analysis,this study make some conclusions:Firstly,the level of undergraduates' learning engagement is moderate.In general,undergraduates have a good "learning habit",but in the other aspects of learning engagement,their performance is obviously insufficient,especially in "peer interaction" and "teacher-student interaction".Secondly,the general situation of undergraduates' elective motivation in general education curriculum is good.The overall score of internal elective motivations is higher than that of external elective motivations,which indicates that undergraduates tend to develop knowledge,develop their abilities and pursue their interest when they choose courses.Thirdly,the general situation of classroom environment in general education curriculum is good."Teachers' teaching ability"gets the highest score,indicating that students are satisfied with teachers' teaching."Teachers' feedback and interaction","homework and evaluation" get low score,which indicates that teachers are lack of classroom interaction and curriculum assessment.Fourth,undergraduates' different background has less influence on elective motivation,classroom environment and learning engagement.There are significant gender differences and disciplinary differences between undergraduates in elective motivation and learning engagement.Specifically,female undergraduates tend to adopt internal motivation,while male undergraduates tend to adopt external elective motivations.The performance of male undergraduates in learning engagement is better than female undergraduates.In the aspect of classroom environment,female undergraduates ' perception of the classroom environment is better than that of male.The influence of these backgrounds on students hometowns,family economic level and parents' educational level is not significant.Fifth,the internal elective motivation has a significant effect on learning engagement.There is a significant positive correlation between internal motivation and all factors in learning engagement,and the external elective motivation is negatively correlated with"classroom participation" and "learning habits" in learning engagement.This shows that undergraduates with internal motivation spend more time and effort on learning than those who adopt external motivation.Sixth,the classroom environment has a significant effect on learning engagement.The four factors of classroom environment have significant influence on learning engagement.Specifically,the correlation coefficient between "teacher feedback and interaction" and"classroom participation","teacher-student interaction"are large.By using regression analysis,it is found that elective motivation and classroom environment are two important factors influencing the learning engagement.The regression coefficient between classroom environment and learning engagement is large,which means classroom environment is the main factor influencing learning engagement.