On The Relations Between Learning Habits And Motivation In Senior Vocational Colleges Students

Based on the relevant theories and researches on learning habits and motivation, this paper makes a preliminary study on the senior vocational college students’ learning habits and motivation, by the way of empirical study on the structures of students’learning, preparing a questionnaire applied in measuring senior vocational colleges students’learning habits to assess their learning habits, understanding the differences in genders, professionals and family backgrounds to investigate relations between thus to the learning motivation. College Students’Learning Motivation Scale, created by Amabile, Hill, Hennessey and Tighe(1994) and edited by Chi Liping and Xin Zhiqiang(2006), is used in the process of assess. Applied in Sichuan Culture Senior Vocational College, Chongqing Water and Electric Senior Vocational college, Hujian Zhangzhou vocational and technical college and Guangzhou Water and Electric Senior Vocational College,788valid questionnaires retrieved in800, efficiency of93.5%. By statistical analysis, the results are listed below:(1) Senior vocational colleges students’learning habits conclude extra-curricular learning habits, classroom learning habits, practice habits, cooperation habits, and meta-learning habits.(2) Self-edited senior vocational colleges students’learning habits questionnaire has good reliability and validity, suitable for individual identification in students’ learning behaviors.(3) The overall average score of senior vocational colleges students’learning habits is a little over the middle level, in which the score of practice is the highest, while the score of extra-curricular learning is the lowest. There are significant differences in students’residence, parents’attitude toward the study and family atmosphere, while there are no significant differences in genders, grades, professionals, only child in family and the educational attainment of parents, The results vary a little in these sections.(4) The motivation of senior vocational colleges is higher than the middle level, and the score of internal motivation is higher than the external motivation. Factors of demographic characteristics play no significant differences in learning motivation but affect internal motivation and external motivation in some degrees.(5) Senior vocational students’ learning habits have positive correlation to their internal motivation and external motivation.