The differences in learning motivation of college freshmen in Northwest China

Abstract

The study aimed to investigate the learning motivation of freshmen from a university in Northwest China, which can supply a reference for improving their learning quality and objectives. Data were collected from 800 freshmen of different majors with a learning motivation questionnaire. Differences in learning motivation between different majors, genders, regions, and students are studied. The results show that gender, seeking knowledge orientation, and material pursuit have significant effects on students’ learning motivation. The gender had a significant impact on personal achievement and the only child or not had an obvious effect on material pursuit, while other factors had no obvious difference in gender, regional, and only child or not, while other factors on the gender, regional, and whether the one-child had no obvious difference. According to the results of the research, measures to improve learning motivation are proposed. Our research results provide a reference for improving learning attitude and the quality of universities.

Exploring the motivation of self-directed learning of hospital pharmacists: a multicentre qualitative study

“…It has been reported that most of the learners demonstrate a positive and healthy motivation to learn, while some learners showed insufficient motivation to pursue knowledge and progress due to the lack of interest in improving their quality, learning content,and motivation to pursue true knowledge, etc. 14 In parallel with educational advancements, China's medical sector has undergone significant reforms, which resulted in constantly updating and expansion of the roles of Chinese hospital pharmacists. 15 Their focus has shifted from drug dispensing to providing direct pharmaceutical services for patients, a transformation more pronounced in large general hospitals.…”

“…It has been reported that most of the learners demonstrate a positive and healthy motivation to learn, while some learners showed insufficient motivation to pursue knowledge and progress due to the lack of interest in improving their quality, learning content,and motivation to pursue true knowledge, etc. 14 …”