Enhancing college students’ internal motivation to learn is an inherent requirement for improving the quality of talent cultivation in colleges and universities, and it is also the practical goal of promoting college students’ growth and all-round development. Ausubel’s Achievement Motivation Theory serves as the theoretical premise and foundation for enhancing college students’ internal motivation to learn, and the specific improvement strategies should take cognitive internal motivation as the core, self-improvement internal motivation as the key, and subsidiary internal motivation as the basis, and improve the learning internal motivation of college students from the three dimensions of internal motivation, external guidance, and internal-external linkage. From the dimension of internal motivation, the cognitive internal motivation of college students can be stimulated through interest stimulation, need satisfaction and goal cultivation; from the dimension of external guidance, the subsidiary internal motivation of college students can be enhanced through teachers’ expectations, peer role models and affiliation; from the dimension of internal-external linkage, their self-improvement internal motivation of college students can be strengthened through honor incentives, environmental competition and service support.
Li et al. (Thu,) studied this question.