DEVELOPMENT OF A MODEL TO ENHANCE STUDENT LEARNING MOTIVATION AT ‎PRIVATE UNIVERSITIES IN ZHENGZHOU, CHINA

บทคัดย่อ

This study examines how active learning approaches influence student learning motivation in private universities in Zhengzhou, China, pursuing five objectives: (1) to assess students’ perceptions of active learning approaches; (2) to assess students’ learning attitude, learning intention, and learning motivation; (3) to examine the relationships among active learning, learning attitude, learning intention, and learning motivation; (4) to develop a motivational enhancement model; and (5) to evaluate the effectiveness of the proposed model. Guided by the Theory of Planned Behavior and Achievement Goal Theory, the study adopts a mixed-methods design combining questionnaire surveys and intervention experiments. Quantitative data were collected from 558 undergraduate students across three private universities in Zhengzhou, China, and analysed using descriptive statistics, ANOVA, structural equation modelling, and paired-sample t-tests.

Five findings emerge. First, students reported high levels of active learning participation (M = 4.12). Second, learning attitude (M = 4.08), learning intention (M = 4.15), and learning motivation (M = 4.10) were all high. Third, active learning significantly influenced learning attitude (β = 0.71, p < 0.001) and learning intention (β = 0.64, p < 0.001), while learning intention significantly affected learning motivation (β = 0.69, p < 0.001). Fourth, the Active Learning–Attitude–Intention Motivational Enhancement Model (AAI-MEM) was successfully developed. Fifth, post-test motivation scores were significantly higher than pre-test scores after the eight-week intervention (t = 8.47, p < 0.001). The study contributes new knowledge by integrating TPB and AGT into a unified motivational framework for student-centered learning.