A STUDY ON THE RELATIONSHIP BETWEEN LEARNING MOTIVATION AND ACADEMIC HELP-SEEKING BEHAVIOR AMONG UNIVERSITY STUDENTS IN YUNNAN PROVINCE

Abstract

This study, conducted among 363 undergraduate students at D University in Kunming, investigated the current status and relationship between learning motivation and academic help-seeking behavior. Results revealed significant differences between students of different majors and academic achievement levels, with students majoring in stomatology, traditional Chinese medicine, and high-achieving students showing the strongest performance. Learning motivation was positively correlated with academic help-seeking behavior, while intrinsic motivation was more strongly associated with instrumental help-seeking, and all motivational dimensions were negatively correlated with avoidant help-seeking. External motivation had a slightly greater predictive effect on executive and instrumental help-seeking than internal motivation, both of which inhibited avoidance behavior. Rural and first-generation college students exhibited a lower level of help-seeking awareness. The conclusion suggests that learning motivation is a key factor influencing academic help-seeking behavior, while differences in majors and social structural factors influence help-seeking intentions. It is recommended that universities integrate motivational theory to implement differentiated support and environmental optimization.