Empricial Study On The Influence Of Learning Motivation On Learning Outcomes

In the past ten years,C hinese higher education has rapidly entered the stage of massification through the expansion of enrollment.In the process of continuous expansion of higher education,there are inevitably some quality issues.The current evaluation of the quality of higher education in our country relies mainly on the each five-year review plan.Such evaluation system has some disadvantages such as neglecting the dominant position of students,paying too much attention to scientific research achievements,ignoring the teaching process and so on.Since the 1980 s,scholars have gradually begun to pay attention to students' time and energy input in the learning process,and applied related theoretical research to practice at the beginning of this century.In the current practice of quality evaluation of higher education in the United States,it is not only concerned about the students' time and energy investing in learning,but also the interaction between the students and the teachers and peers,and how the school uses resources to effectively increase the students' investment in learning.However,C hina's current practice in this area is relatively small.In this context,the quality of higher education has also become a common concern for both the general public and the government.The taste of students in the process of study,degree of involvement and the growth and harvest gained through higher education have become the focus of academic research.Most of current research on student engagement and learning outcomes take the environment of colleges and the pre-admission experience of college students as independent variables.Based on previous studies,this paper has established a theoretical model of learning motivation,student engagement,and learning outcomes based on I-P-O theory.And through the analysis of the survey data,we can draw a relationship between the three to explore ways to improve student engagement and learning outcomes and develop higher education quality.In this study,the study motivation of college students as an independent variable,learning to harvest as the outcomes variable,the use of literature research and empirical research and other research methods,in-depth discuss of the impact of learning motivation on learning outcomes,and learning motivation will be learned through college students input Learning to harvest impact.In this study,we put the motivation of college students as a starting point,and pay more attention to the psychological factors of students themselves on the learning inputs and gains,from a deeper level to tap the factors that affect the learning gain of college students.After discussing the result of data analysis,it was found that the motivation of college students directly exerts a po sitive influence on the learning gain,while the motivation of college students indirectly affects their learning outcomes by influencing their student engagement.Learning needs of students learning and social orientation is the internal motivation of student engagement and learning outcomes have greater impact than external motivation that is the reputation of the pursuit and group pressure on student engagement and learning outcomes.In view of the above findings,the author believes that if we want to increase the input of university students to enhance the quality of learning and the quality of higher education,we have to promote the multiple cooperation of individual students,teachers,colleges and universities,and society,students should be encouraged to learn more and learn more about their experiences.Only in this way,the quality of education can be improved.