A Study on the Effects of Learning Motivation, Learning Affects , Flowing Experiences on College Students’ Academic Achievement
The purpose of this study was to explore the impacts of learning motivation, learning affects, and flow experiences on academic achievement. The mediating role of learning affects and flow experiences between motivation and learning outcome was also examined. One hundred and ninety five college students participated in this study. Data were collected using corresponding scales and were analyzed with hierarchical regression and path analysis. It was found that academic affects and flow experiences were significantly positively correlated with course grades. Role identity motivation, boring and apathy emotion, concentration on the task at hand, loss of self-consciousness, and autotelic experience were among the variables that could significantly predict academic performance. The most important finding was that the variable role identity, which implies internalized social responsibility, showed both significant direct and indirect effects through learning emotions and flow experiences on academic achievement. However, the variable academic identity, which implies intrinsic motivation, showed only indirect effects on academic achievement through the mediating flow experiences. It is argued that for Chinese students, the motivational effects of role identity might play a more significant role on academic achievement than academic identity, which is a more significant motivation factor for students in the Western societies. The results suggest that learning in the college level need not to be interesting, but should keep students away from feeling bored or apathy, and that Instructors should challenge instead of entertain students.
|關鍵詞||文化差異、角色認同、動機理論、學業認同、cultural difference、role identity、motivation theories、academic identity|