The Relationship Between Learning Motivation and Learning Anxiety of College Students

¹ Shanghai Pudong Dongding Foreign Language School, 201399, Shanghai, China
² School of Foreign Languages, Soochow University, 215006, Suzhou, China
³ James Cook University, 387380, Singapore

^* Corresponding author: 2204403036@stu.suda.edu.cn

Abstract

In contemporary society, the escalating anxiety among college students has emerged as a pressing social concern, impacting both their mental well-being and academic performance by influencing levels of learning motivation. This research posits a negative correlation between the burgeoning learning anxiety and the motivation to learn among college students. Employing a quantitative research approach, data is gathered through structured questionnaires, and subsequent analysis is conducted using SPSS statistical software to derive meaningful insights. The study primarily focuses on Chinese college students, aiming to unveil the intricate relationship between learning anxiety and motivation. Through this investigation, the researchers seek to formulate strategies that mitigate learning anxiety and concurrently bolster intrinsic motivation for sustained learning among Chinese college students. This research serves as a key step in understanding and addressing the contemporary challenges associated with the mental health and academic performance of college students, paving the way for interventions that foster a positive learning environment.