The Relationship Among Higher Vocational Students’ Learning Achievement Motivation. Academic Delay Of Gratification And Academic Performance

Learning achievement motivation is that could drive and stimulate students’learning activities, and make them to acquire academic skills, and influence theirideology and learning behavior. Academic delay of gratification is a tendency thatstudents delay the opportunity of impulse at meeting the immediate for pursuingmore valuable long-term learning goals. Learning achievement motivation andacademic delay of gratification were related with academic performance closely,they were the important factor influencing academic performance.The research object is higher vocational students. Through a questionnairemethod, the research purpose to investigate the characteristics and differencesin higher vocational students’ learning achievement motivation and academic delayof gratification and academic performance, to discusses the relationship betweenthe three variables and explores how the learning achievement motivation andacademic delay of gratification effect on academic performance, the results showthat:First, the overall level of higher vocational students’ learning achievementmotivation is not high, the self-inclination than the social-inclination. Thelearning achievement motivation and the self-inclination learning achievementmotivation of students is that the non-only-child score obviously higher than theonly-child score; Students from different seat of the registered residence, whosescores in learning achievement motivation and social-inclination learningachievement motivation and self-inclination learning achievement motivation havethe remarkable difference, the scores of students whom were from the rural areasare higher than that whom were from the town; Students whom have different monthlycost of living which provided by families, whose scores in learning achievementmotivation and social-inclination achievement motivation have the remarkabledifference, and the students’ scores in learning achievement motivation andsocial-inclination learning achievement motivation and self-inclination learningachievement motivation have downward trend with increase in the cost of living;Students whose mother education at different levels, whom scores inself-inclination achievement motivation have significant differences.Second, the overall level of higher vocational students’ academic delay ofgratification is not high. Different gender students in academic delay ofgratification has the extremely remarkable difference, girls’ score higher thanboys’; Different major students’ scores in academic delay of gratification havesignificant differences, liberal arts major students’ scores higher than thescience major students’; The scores of the only-child and the non-only-child inacademic delay of gratification are extremely significant difference, the non-only-child scores higher than the only-child; Students from different seatof the registered residence, whose scores in academic delay of gratification areextremely significant difference, the scores of students whom were from the ruralareas are higher than that whom were from the town; The scores of students whosefamily have different income in academic delay of gratification have significantdifferences, and the scores have downward trend with increase in family income;Students whom have different monthly cost of living which provided by families,whose scores in academic delay of gratification are extremely significantdifference, and the scores have downward trend with the increase in the cost ofliving; Students whose mother education at different levels, whom scores inacademic delay of gratification have significant differences, and the scores aredecline with the raise of the level of mother education.Third, higher vocational students learning achievement motivation and itsdimensions (social-inclination learning achievement motivation andself-inclination learning achievement motivation), and academic delay ofgratification and academic performance and its dimensions (public courses scores,professional basic course scores and professional skill course scores) weresignificantly correlated.Fourth, self-inclination learning achievement motivation has positiveprediction on academic delay of gratification and grade point average; Academicdelay of gratification has positive prediction on learning achievement motivationand grade point average; Self-inclination learning achievement motivation andacademic delay of gratification common has positive prediction on grade pointaverage; Academic delay of gratification and grade point average common haspositive prediction on learning achievement motivation; That has the mutualinfluence among learning achievement motivation and academic delay ofgratification and academic performance.Through this research, that can provide reference in education and teachingtheoretical research of higher vocational students who are a special group, butalso can put forward feasible suggestions on cultivating higher vocationalstudents’ learning achievement motivation and ability of academic delay ofgratification in our country. On the basis of the research, to put forwardeducational countermeasures to be helpful for improving students’ academicperformance from the two dimensions of learning achievement motivation andacademic delay of gratification.