Learning motivation and environmental support: how first-generation college students achieve success?

Xiaojing Li; Weitong Liu; Ke Hu

doi:10.3389/fpsyg.2023.1280783

Learning motivation and environmental support: how first-generation college students achieve success?

Front Psychol. 2023 Nov 30:14:1280783. doi: 10.3389/fpsyg.2023.1280783. eCollection 2023.

Authors

Xiaojing Li¹, Weitong Liu², Ke Hu³

Affiliations

¹ School of Marxism, Fujian Normal University, Fuzhou, Fujian, China.
² School of International Education, Shandong University, Jinan, Shandong, China.
³ School of Education, Fujian Normal University, Fuzhou, Fujian, China.

Abstract

Introduction: With the continuous expansion of higher education worldwide, the academic performance of first-generation college students has become an essential topic in the scope of international educational research. This study examines the impact of learning motivation (i.e., intrinsic and extrinsic motivation) and environmental support (i.e., instructional, relational, and campus support) on the academic outcomes of first-generation college students based on the Cultural Mismatch Theory and Self-Determination Theory from both individual and environmental perspectives.

Methods: A two-stage stratified sampling strategy was adopted to guarantee that the samples were representative of the national populations of college students in mainland China. 87418 data were collected from the China College Student Survey (CCSS) 2020, among which 58,864 were first-generation college students. This study primarily employed descriptive statistical analysis and regression analysis methods.

Results: Data analysis revealed that intrinsic learning motivation, relational support, campus support, and academic performance of first-generation college students are significantly lower than those of non-first-generation students. However, this study found no significant differences concerning external learning motivation and teaching support. Regression analysis showed that both learning motivation and environmental support positively predicted learning outcomes, with intrinsic learning motivation having the most substantial influence. Moreover, learning motivation and environmental support interact in jointly promoting the student's academic success.

Discussion: This study highlighted that the academic development of first-generation college students results from the interplay between individual characteristics and the surrounding environment. Postnatal factors, particularly individual learning motivation, and institutional environment support, play a crucial role in their academic achievements.

Keywords: China; environmental support; first-generation college students; learning motivation; learning outcomes.

Grants and funding

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The 2023 Social Science Foundation Project of Fujian Province “Research on Training Model of Top Innovative Talents in Local Universities in Fujian” (FJ2023C015), 2022 Undergraduate Teaching Reform Research Project of Fujian Normal University “Research on First-class Undergraduate Teaching Quality Management Based on Large-scale Study Situation Survey” (I202201013).