The Relationship Between Learning Motivation And Learning Outcomes Of Rural College Students In Local Undergraduate Colleges: A Moderated Mediation Model

Local undergraduate colleges and universities are the main body of undergraduate education in China,and rural college students are the main body of local undergraduate college students.learning outcomes,as one of the key indicators to test the "growth range" of rural college students after receiving higher education,is also an important dimension to measure the quality of college education.This paper is based on the "I-E-O" model(input-environment-output model),college student input theory and value-added assessment Theory of Higher Education,combined with the data of the "2021 Hebei Province Survey on the Development of College Students in Ordinary Colleges and Universities",this paper comprehensively uses literature analysis method,questionnaire survey method and statistical analysis method to evaluate the learning outcomes of rural college students through the process and outcome indicators of higher education,focuses on the overall level of rural college students’ learning outcomes and the relationship between learning motivation and learning outcomes,and constructs a model with independent learning as the regulation and learning engagement as the mediator.It is of great significance for universities to more intuitively understand whether the learning activities and educational opportunities it provides are sufficient,and whether rural college students effectively use these educational resources,so as to optimize the learning process of rural college students in a targeted manner and ultimately improve the learning outcomes of rural college students.Based on the collected data and empirical analysis,the following conclusions were drawn:(1)the overall learning outcomes of rural college students in Hebei Province were at the upper middle level,and the scores were moral development,self-concept,general ability,self-efficacy,career planning,professional literacy and stress coping in descending order;There are significant differences in the learning outcomes of rural college students in three aspects: gender,whether they are student leaders or not,and family economic status.(2)The overall learning motivation of rural college students in Hebei Province was at the upper middle level,and the level of internal motivation was slightly higher than that of external motivation.(3)The overall autonomous learning of rural college students in Hebei Province is at the upper middle level,and most rural college students can set suitable learning goals for themselves and continuously improve their learning methods by frequently reflecting on their learning,but they have the lowest scores in effective time management and still have shortcomings.(4)The overall learning engagement of rural college students in Hebei Province is at the upper middle level,and the scores are from high to low in order of campus environment support,student-teacher interaction,teacher teaching strategy,active cooperative learning level and academic challenge.(5)The learning engagement of rural college students in Hebei Province plays a partial mediating role between learning motivation and learning outcomes,and the mediating role has reached a significant role;In this process,it is also moderated by self-directed learning,which regulates the first half of the mediating effect and the direct effect.The model proposed in this study reveals the mechanism of learning motivation affecting the learning outcomes of rural college students:learning motivation not only directly affects the learning outcomes of rural college students,but also indirectly affects the learning outcomes of rural college students through learning engagement,and this process is regulated by autonomous learning,which not only shows that learning motivation affects rural college students’ learning outcomes,but also explains how and "when" learning motivation affects rural college students’ learning outcomes.Based on the above research results,this paper puts forward the following three suggestions,in order to provide reference for the improvement of rural college students’ learning outcomes level: first,stimulate learning motivation and improve rural college students’ learning enthusiasm;The second is to cultivate autonomous learning ability and promote deep learning of rural college students;The third is to stimulate students’ learning engagement and improve the learning outcomes of rural college students.