Based on family capital theory and self-determination theory, this study used a sample of 319 high school students to explore the influence mechanism of family economic capital on high school students' learning motivation, focusing on the moderating role of family social capital and gender differences. The research tools used included the Family Economic Capital Scale, the Family Social Capital Scale, and the Learning Motivation Scale. Results showed that family economic capital significantly improved students' intrinsic and extrinsic motivation and reduced amotivation. Further analysis revealed that family social capital played a crucial moderating role: when family social capital levels were higher, the positive impact of economic capital on learning motivation was more pronounced, and its buffering effect on amotivation was stronger. Furthermore, gender differences were observed in some pathways; the moderating effect on intrinsic motivation was more prominent in girls, while it was more significant in the moderating pathway on amotivation in boys. This study provides new evidence for understanding how family capital structure affects learning motivation and has certain implications for family education interventions.
Peng Yuyue (Wed,) studied this question.