大学生学习动机与心理健康的关联研究

A Study on the Correlation between College Students’ Learning Motivation and Mental Health

摘要: 本研究基于自我决定理论(SDT)，以五邑大学297名全日制本科生为研究对象，采用《大学生学习态势调查问卷》进行数据收集，并运用SPSS26.0和python进行统计分析，旨在探究大学生学习动机与心理健康的现状及其内在关联。研究结果显示，当代大学生的学习动机总体处于中等偏下水平，且呈现外部动机主导的结构特征；其心理健康问题也面临挑战，主要压力源于就业前景的不确定性与激烈的学业竞争。此外，大学生的学习动机水平与心理健康呈负向关联。研究进一步揭示了显著的性别差异，女性的学习动机与心理健康呈显著负相关，而男性则未见显著相关；女性心理健康主要受“求助倾向”影响，男性的环境适应能力更多取决于“资源获取能力”。结论认为，大学生学习动机不足与心理健康问题并存且相互关联，内部动机是心理健康的保护因素，且存在显著性别差异。高校应从激发内在动机、构建差异化心理支持体系以及优化混合教学模式三个维度实施综合干预。本研究的结论基于横断面相关数据，适用于地方高校样本，推广至其他类型高校需进一步验证。

Abstract: Based on Self-Determination Theory (SDT), this study investigates the current status and intrinsic relationship between learning motivation and mental health among 297 full-time undergraduate students at Wuyi University. Data were collected using the University Students’ Learning Situation Questionnaire and statistically analyzed with SPSS 26.0 and Python. The results indicate that contemporary university students’ learning motivation is generally below the moderate level, characterized by an external motivation-dominant structural pattern. Their mental health also faces challenges, with primary stressors stemming from uncertainty about future career prospects and intense academic competition. Furthermore, a negative correlation is found between students’ learning motivation level and their mental health status. The study further reveals significant gender differences: females exhibit a significant negative correlation between learning motivation and mental health, whereas no significant correlation is found in males. Females’ mental health is primarily influenced by “help-seeking tendency”, while males’ environmental adaptability is more dependent on “resource acquisition ability”. The findings suggest that insufficient learning motivation and mental health problems among university students coexist and are interrelated, with intrinsic motivation serving as a protective factor for mental health, and significant gender differences exist. Universities should implement comprehensive interventions from three dimensions: stimulating intrinsic motivation, establishing differentiated psychological support systems, and optimizing blended teaching models. The conclusions of this study are based on cross-sectional correlational data, applicable to local university samples, and require further validation for generalization to other types of higher education institutions.