The influencing factors, diversification trends, and motivation-enhancement strategies of learning motivation among undergraduate students in Chinese application-oriented universities in the digital age: a grounded theory analysis based on Y University
Menglu Guo, Qiaoxia Wang, Li Zhang, Linzhi He · 2026
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Description
Menglu Guo and co-authors (2026) used grounded theory to map what drives learning motivation at a Chinese application-oriented university in the digital age. As AI reshapes teaching, motivation is shifting with it. The team interviewed 30 undergraduates at one university, then coded the transcripts in three passes to build a theory from the ground up.
Four layers of influence emerged. A core driving layer holds AI-specific factors, career expectations, self-awareness, and inner drive. A guarantee layer covers school resources and grading methods. A relationship layer carries teacher, peer, and family influence, and a constraint layer covers behavior rules and control of free time. Together they form what the authors call a cognition-context dual-drive model. The authors offer practical routes to stronger motivation, from stimulating inner cognition to building better learning settings.
Catalog record
| CREATOR | Menglu Guo, Qiaoxia Wang, Li Zhang, Linzhi He |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 77 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |