基于自我决定理论的职业教育学习动机分析与优化策略研究

An Analysis of Learning Motivation in Vocational Education and Optimization Strategies Based on Self-Determination Theory

摘要: 在当代职业教育体系中，学生学习动机的高低直接决定了其技能掌握程度、职业素养形成及未来发展潜力。然而，不少职业院校学生在学习过程中表现出兴趣不足、主动性不高、课堂参与度有限等现象，这在一定程度上制约了职业教育培养高素质技能型人才的目标实现。自我决定理论(Self-Determination Theory, SDT)作为当代动机理论的重要分支，强调自主性、胜任感和归属感三大心理需求的满足对激发内在动机的重要作用。本文以自我决定理论为理论框架，综合现有研究成果，分析职业教育中学习动机不足的主要表现及其心理机制，并提出针对性的优化策略。研究认为，通过增强学生的自主性、提升其胜任感及强化归属感，可以有效促进动机由外在驱动向内在驱动转化，为职业教育的质量提升提供理论支撑与实践参考。

Abstract: In the contemporary vocational education system, the level of students’ learning motivation directly determines their mastery of skills, the formation of professional competence, and their future development potential. However, many students in vocational colleges exhibit insufficient interest, low initiative, and limited classroom engagement, which to some extent hinders the realization of the goal of cultivating highly skilled and well-rounded professionals. Self-Determination Theory (SDT), a prominent branch of modern motivation theory, emphasizes the critical role of satisfying the three basic psychological needs—autonomy, competence, and relatedness—in fostering intrinsic motivation. Guided by the framework of SDT and drawing on existing research findings, this study analyzes the main manifestations of insufficient learning motivation in vocational education and the underlying psychological mechanisms, and proposes targeted optimization strategies. The findings suggest that enhancing students’ autonomy, improving their sense of competence, and strengthening their sense of relatedness can effectively facilitate the transformation of motivation from extrinsic to intrinsic, thereby providing theoretical support and practical implications for improving the quality of vocational education.