Factors on Undergraduates’Low levels of Motivation to Learn: Theoretical and Empirical Analyses

It is well established by the related theories in the field of educational sociology and educational psychology that individual characteristics, family background and academic performance are the most important factors that have impact on students ’ motivation to learn. Based on the survey data of 7425 college students in a Chinese university, this study found that gender, year of study, and number of awards won, level of self-confidence, and family ’ s financial status are factors that have statistically significant influence on their motivation to learn. Specifically, male students tend to show low levels of motivation on average. Due to the lack of confidence for the future, sophomores generally display a lower level of motivation. Wining more awards will have a positive influence on the students. In addition, students from a middle-income family display relatively lower motivations to learn. Our study provides a theoretical basis on factors that influence students ’ motivation to learn, and helps university administrators to allocate educational resources more efficiently and improve student affairs management.