The Influence of Learning Motivation on Learning Outcomes in Ideological and Political Education: Mediating and Moderating Mechanisms

Abstract

Aiming to enhance the quality of college students' ideological and political education courses, this study investigates the relationships among learning motivation, learning approaches, teacher-student relationships, and learning outcomes in course engagement. Using the CCSS questionnaire, valid samples were collected from 1670 college students in their study of ideological and political courses, and statistical analysis methods such as hierarchical regression analysis were employed to analyze the sample data. Results indicated that: (1) Both intrinsic and extrinsic motivation directly improved ideological education outcomes, with intrinsic motivation demonstrating greater explanatory power; (2) Learning approaches mediated the motivation-outcome relationship; (3) Teacher-student relationships positively moderated the motivation-outcome association. The research findings offer practical guidance for enhancing the teaching practices of ideological and political courses in colleges and improving the quality of student learning.