Pedagogy support for Western Inner Mongolia university students: The influence of learning motivation

Abstract

As educational research advances, the role of pedagogy support in enhancing college students' learning motivation has gained increased attention. This study takes Inner Mongolia university students as the research object to explore the influence of pedagogy support (teacher care, classroom interaction, learning resource support) on learning motivation. Using quantitative research methods, this study obtained questionnaire data from 384 college students from universities in western Inner Mongolia (Hohhot, Baotou, Ordos) through stratified random sampling, and analyzed the influence of different types of pedagogy support (teacher care, classroom interaction, learning resource support) on students' learning motivation. The data were processed by descriptive statistics, T-test, correlation analysis, and multiple regression analysis. The results show that college students' pedagogy support (teacher care, classroom interaction, learning resource support) has a significant correlation with learning motivation. In addition, from the comparison of gender, origin, major, and ethnic groups of college students, it is found that there is no significant difference between male and female, urban and rural, humanities and social sciences majors, and science and engineering majors in pedagogy support (teacher care, classroom interaction, learning resource support) on learning motivation. There are significant differences between Han students and non-Han students in the dimensions of learning resource support, and the level of learning resource support of non-Han students is lower than that of Han students. This study also enriches the theoretical framework of the relationship between pedagogy support and learning motivation and provides practical enlightenment for education reform and teaching optimization in ethnic minority areas.