The present study draws upon a range of analytical perspectives, including those of sociology, psychology and education, in order to examine the relationship between the individual, familial and institutional domains, social integration and intrinsic motivation for learning. The present study utilised a sample of 1085 university students with migration experience from 15 institutions in Nanjing, China, and employed stratified sampling with questionnaire surveys. The research revealed the following findings: 1. It is evident that university students in Nanjing demonstrate a commendably high level of learning motivation, though it should be noted that individual variations do exist. The individual, family, and school domains exert a significant positive influence on learning motivation, with the core role of the individual domain stemming from learning adaptability, future vision, and social interaction. Furthermore, social integration plays a significant mediating role by enhancing a sense of belonging and resource acquisition. 4. A range of learning motivation was observed among students with differing characteristics, such as household registration status, gender, and migration experience. The study reveals that learning motivation emerges from the interplay of multiple social mechanisms, significantly influenced by structural factors including gender, university tier, political identity, and parental educational attainment. It is recommended that three courses of action be pursued in light of the findings: firstly, the creation of an environment conducive to student autonomy within the teaching space; secondly, the cultivation of a heightened sense of competence among students; and thirdly, the enhancement of social integration activities.
Ren et al. (Fri,) studied this question.