ArticleFrontiers in psychology2025
The impact of learning motivation on academic performance among low-income college students: the mediating roles of learning strategies and mental health.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Effects of generative artificial intelligence on students' learning motivation: evidence from a meta-analysis.Frontiers in psychology · 2026Pooled it
- Digital personas of AI use in nursing education: a latent class analysis of learning behaviors and academic engagement.Frontiers in medicine · 2026Article
- How autonomous motivation predicts college students' academic performance: a cross-sectional study on the mediating roles of self-control and learning habits.Frontiers in psychology · 2026Article
- The impact of social loafing on college students' classroom silence: a moderated mediation model.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
3 authors.
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Abstract
Financial hardship can hinder university achievement, yet the mechanisms linking motivation to performance among low-income undergraduates remain underexplored. This two-wave study tracked 316 students from three public universities in eastern China over a six-month period. Measures included intrinsic, extrinsic, and amotivation, learning strategies, perceived stress, and grade point average (GPA). Structural equation modeling revealed that the proposed model explained over 64% of the variance in GPA. Intrinsic motivation was positively associated with GPA both directly and indirectly through greater use of effective learning strategies and lower perceived stress. Extrinsic motivation contributed indirectly via strategy use, whereas amotivation showed the strongest negative relationship with GPA, operating through both reduced strategy use and elevated stress. These findings suggest that the quality of motivation shapes academic performance through self-regulated learning and stress appraisal. Interventions that foster intrinsic motivation, strengthen metacognitive and analytical strategies, and reduce stress may help narrow achievement gaps for economically disadvantaged students.
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