Author(s)

Ying Zhu ¹, Carmela S. Dizon ¹

Affiliation(s)

¹ Angeles University Foundation, MacArthur Highway, Angeles City, 2009, Philippines

Corresponding Author

Carmela S. Dizon

ABSTRACT

This study investigates the learning motivation of glass art students in China, focusing on the unique factors that drive their academic engagement. The research employs a comprehensive literature review and surveys conducted with students from Chinese art academies. Two questionnaires were developed through item and factor analysis: one assessing learning motivation and another examining influencing factors. The learning motivation questionnaire identifies three core components: "Passion for Art," "Future Work and Life," and "Negative and Coping." The questionnaire on influencing factors also reveals three key components: "Interest and Hobbies," "Social Environmental Impact," and "Influence of Traditional Culture." Survey results showed high internal consistency and structural validity for both questionnaires. The findings highlight that passion for art is the highest motivational factor, followed by future work and life considerations. Social environment and personal interests significantly influence learning motivation. However, knowledge-seeking and goal-setting motivations were relatively low due to the subjective and experiential nature of art majors. This emphasizes the need to integrate humanities education and reinforce students' emotional connections with their art practice, aligning learning goals with practical applications and societal expectations.

KEYWORDS

Glass art, university student, learning motivation

CITE THIS PAPER

Ying Zhu, Carmela S. Dizon, The Research on Learning Motivation and Factors for Glass Art University Student in China. Advances in Educational Technology and Psychology (2024) Vol. 8: 161-164. DOI: http://dx.doi.org/10.23977/aetp.2024.080121.

REFERENCES

[1] W. Xiong, J. Yang, and W. Shen, ‘Higher education reform in China: A comprehensive review of policymaking, implementation, and outcomes since 1978’, China Economic Review, vol. 72, p. 101752, Apr. 2022, doi: 10.1016/j.chieco.2022.101752.
[2] N. Luo and C. Lau, 'Community‐Based Art Education in China: Practices, Issues and Challenges', Int J Art Design Ed, vol. 39, no. 2, pp. 445–460, May 2020, doi: 10.1111/jade.12287.
[3] H. Lei, C. Chen, and L. Luo, 'The examination of the relationship between learning motivation and learning effectiveness: a mediation model of learning engagement', Humanit Soc Sci Commun, vol. 11, no. 1, p. 137, Jan. 2024, doi: 10.1057/s41599-024-02666-6.
[4] L. Zhang, S.-Y. Gao, and J.-H. Huang, ‘Relationship between motivation for artistic activity engagement and happiness: mediating role of perceived stress and moderating role of gender', Curr Psychol, Feb. 2023, doi: 10.1007/s12144-023-04306-9.
[5] J. M. Harackiewicz, J. L. Smith, and S. J. Priniski, 'Interest Matters: The Importance of Promoting Interest in Education', Policy Insights from the Behavioral and Brain Sciences, vol. 3, no. 2, pp. 220–227, Oct. 2016, doi: 10.1177/2372732216655542.

Sponsors, Associates, and Links

---

• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education