| Objective: This study aimed to assess the status of learning motivation among the reserved population of teacher resource.The risk factors were identified among demographic characteristics,social psychological factors and health status,with the purpose to provide an evidence for optimizing the learning effect of this population,developing high-quality teachers,and improving the quality of basic teaching.Methods: A cluster sampling method was used and all students(1582 people)taking the examination of teacher certification in Shenyang Normal University composed of our study population.Questionnaire survey and physical examination were performed among this population during April-May 2018.1359 effective questionnaires were obtained and the effective response rate was 85.9%.Learning motivation questionnaire was selected to indicate the level of learning motivation.It includes two indicators,internal learning motivation(2 dimensions)and external learning motivation(2 dimensions).Student t-test and ANOVA were tested to examine the distribution of internal and external learning motivation among items measured.Pearson correlation analysis was used to analyze the correlation between internal/external learning motivation and quantitative variables.General linear model(GLM)was used to identify the factors associated with internal/external learning motivation.All items with P<0.25 in univariate analysis were entered into the model.SPSS22.0 and SAS9.2 were used for the data analysis.Results: Among the reserved population of teacher resource in Shenyang Normal University,the average scores of four dimensions of learning motivation questionnaire were: 4.01±0.74(Mean ± SD)for studying interest,4.26±0.66 for ability pursuing,3.54±0.79 for reputation obtaining,and 3.79±0.72 for altruism tendency,respectively.The average scores of internal learning motivation and external learning motivation were(4.12±0.67)and(3.67±0.70),respectively.There was statistically significant difference between internal and external learning motivation(P<0.05).Univariate analysis showed that internal learning motivation was significantly correlated with professionalism,choice after graduation,family income,education of father,BMI,self-esteem,negative coping style,positive coping style,belief in a justworld(P<0.05);whereas,external learning motivation was significantly related to professionalism,ethnicity,choice after graduation,family income,BMI,self-esteem,negative coping style,positive coping style,belief in a just world(P<0.01).With adjustment of gender,GLM analysis showed that the internal learning motivation were significantly associated with,in the sequence of ? value,belief in a just world(?=0.322,P<0.001),positive coping style(?=0.224,P<0.001),negative coping style(?=-0.165,P<0.001),choice after graduation(employment vs.postgraduate education: ?=-0.122,P<0.001),BMI(underweight vs.normal: ?=-0.065,P<0.01;overweight vs.normal: ?=-0.058,P<0.05),self-esteem(?=0.063,P<0.05).By contrast,the external learning motivation was strongly associated with belief in a just world(?=0.234,P<0.001),following by positive coping style(?=0.144,P<0.001),family income(average vs.good: ?=-0.104,P<0.01),professionalism(liberal art vs.natural science: ?=-0.078,P<0.01),BMI(overweight vs.normal: ?=-0.072,P<0.01;underweight vs.normal: ?=-0.059,P<0.05),choice after graduation(employment vs.postgraduate education: ?=-0.069,P<0.05),self-esteem(?=-0.061,P<0.05).Conclusion: The results showed that the learning motivation,both internal learning motivation and external learning motivation,in the reserved population of teacher resource in Shenyang Normal University was at a high level.Furthermore,the level of internal learning motivation was higher than the external learning motivation.Social psychological factors,especially the belief in a just world played a prominent role in both internal and external learning motivation.In addition,demographic characteristics and health status were also able to affect the learning motivation. |
PDF Full Text Request