Abstract
This study explores how social support (teacher and peer) influences learning motivation and achievement goal orientation among 410 Chinese college students. Descriptive analysis reveals a positive relationship between social support and both motivation and goal orientation. Interestingly, learning motivation acts as a mediator between these two factors. Students prioritize performance and mastery goals, reflecting a shift towards applying knowledge and achieving objectives. Peer support is the primary source of social connection. Additionally, intrinsic motivation is generally stronger than extrinsic motivation. These findings illuminate the complexities of Chinese university learning environments. Understanding the interplay between achievement goals and social support can inform educators and policymakers in creating environments that foster stronger learning motivation in Chinese college students.
Published Version
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