The influence of learning motivation on college students' participation in professional courses:The mediating role of self-control and the moderating role of school atmosphere

The influence of learning motivation on college students' participation in professional courses:The mediating role of self-control and the moderating role of school atmosphere | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The influence of learning motivation on college students' participation in professional courses:The mediating role of self-control and the moderating role of school atmosphere Tinghu Kang, Luyuan Cao This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4493724/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Students who actively participate in school activities will perform better in school. In contrast, students who do not attend classes on time, refuse to participate in school activities, and are distracted during class may not perform as well as those who actively participate in school activities, and may also exhibit various problematic behaviors such as dropping out. However, it is worrisome that many educators consider skipping classes as one of the most significant and persistent issues affecting student development. Method This article uses the Learning Motivation Scale and a college student participation survey questionnaire to study the relationship between college student learning motivation and professional classroom participation. Use SPSS correlation analysis and M-plus to conduct multi-layer linear model analysis on the data and draw specific conclusions. Results (1) Students' learning motivation positively predicts students' participation in professional courses. (2) Students' self-control positively predicts students' participation in professional courses. (3) Students' perceived school atmosphere has an overall moderating effect. When students' perceived school atmosphere is positive, learning motivation can predict high level of self-control, while when students' perceived school atmosphere is negative, learning motivation has no predictive effect on self-control. Conclusions The data results indicate that the double-layer model is more effective in promoting research on participation mechanisms than the single-layer model, and has good practical and educational value. classroom participation learning motivation self-control school atmosphere Figures Figure 1 1 Background Students who are actively involved in school activities do better in school. For example, students’ positive behaviors such as coming to school on time, paying attention in class, and following school rules generally lead to better performance on various tests (Caraway, Tucker, Reinke, & Hall, 2003).[ 6 ] In contrast, students who miss classes, refuse to participate in school activities, and let their minds wander during class do less well than those who actively participate in school activities, and have various problem behaviors such as dropping out of school, stealing, and fighting. It is worrying that many educators view truancy as one of the most numerous and persistent problems affecting student development. They also point out that skipping classes and truancy problems are particularly acute in middle school and high school period (Hofer et al.,2012).[ 26 ] Therefore, students’ participation has received increasing attention from researchers, practitioners and policymakers (Christenson et al., 2012; Reschly & Christenson,2012).[ 8 ][ 9 ] For individuals, participation can be defined as a multidimensional structure composed of behavioral, emotional and cognitive components (Fredricks, Blumenfeld, & Paris, 2004);[ 24 ] Positive behaviors include listening attentively and completing assignments on time, participation in learning and academic tasks, and participation in extracurricular activities (Finn, Pannozzo, & Voelkl, 1995).[ 23 ] Emotional participation represents the students’ emotional response and identification with the school (Ruiz et al., 2020).[ 36 ] Cognitive participation refers to students’ self-regulated and strategic approach to learning (Fredricks et al., 2004).[ 24 ] These three components are dynamically interrelated rather than isolated processes within the individual. In a broad sense, student participation refers to students’ willingness to participate in the daily activities of the school, such as attending classes, submitting homework, and following the teacher’s instructions in class (Nystrand, & Gamoran,1991),[ 33 ] and it may be related to the student’s internal factors (e.g., learning motivation, self-control) as well as the external environmental factors (e.g., school climate). 1.1 Learning Motivation Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest time, how much energy they invest in any given task, how they think and feel about the task, and how long they persist in the task (Deci et al., 2013).[ 7 ][ 14 ] According to Luthans (2012), motivation is a process that begins with a physical or psychological defect or need that activates a behavior or drive aimed at achieving a goal or incentive. It means that a student’s motivation to learn may determine whether a student is willing to participate in class activities and how much energy and time they put into it. At the same time, it also means that students are willing to continue to make efforts when they encounter difficulties and challenges in learning. Schunk, Pintrich and Meece (2008) have found that students’ motivation played an important role in their achievement, interest in school, and attitude to learning. Moreover, the level of learning motivation also affected students’ self-control; researchers believed that the lack of academic motivation can make self-control become meaningless (Richardson et al., 2012).[ 35 ] 1.2 Self-Control Self-control is about aligning thoughts, feelings, and actions with long-term worthwhile goals in the face of more enticing options. Teachers have long believed that self-control is necessary for academic achievement (Dewey,1986).[ 16 ] Self-control has two characteristics. First, self-control must be self-initiated. Second, self-control is only associated with one choice being clearly more valuable in the long run than another. There was evidence showing that self-control played an even more important role than intelligence in determining students’ academic performance (Duckworth & Seligman, 2005).[ 20 ] Self-control can predict curriculum achievement at all levels of school, including early primary school (Blair, & Raver,2015),[ 5 ] late primary school, and middle school. high schools and universities. Children with better self-control are more engaged in learning (Duckworth & Seligman,2005) [ 20 ]. They also have better health and relationships (de Ridder et al.,2013).[ 18 ] Previous prospective studies have shown that self-control could predict student participation and predict success in graduation (Moffitt et al.,2011). [ 30 ] Furthermore, some intervention studies also show that self-control intervention training can improve students’ self-control ability (Suárez-García et al.,2020),[ 39 ] and mental interventions in the educational context are consistent with other fields, which have a large and lasting impact on student achievement (Yeager, & Walton,2011).[ 42 ] For example, research by Cohen and colleagues showed that self-affirmation writing exercises improved school performance of students over a two-year period (Cohen et al.,2006; Cohen et al.,2009).[ 11 ][ 12 ] These interventions are durable and effective because they initiate "recursive social, psychological, and intellectual processes" (Yeager, & Walton,2011)[ 42 ] that make students more engaged in school and better prepared to deal with initial setbacks and difficulties. 1.3 School Climate Weinstein (2002) proposed that even young children may feel different treatment and expectations from teachers in the classroom. In other words, college students can more truly experience the positive or negative degree of the surrounding environment. School climate is complex concept and it includes many different aspects of the school environment (Elmore, & Huebner, 2010).[ 21 ] Based on the concept of climate in organizational psychology, school climate refers to the teachers, administrators, students and school community experienced by other members of the school the quality of the environment (Durlak, Weissberg, et al.,2011).[ 19 ] The school climate model defined by the U.S. Department of Education includes three dimensions: safety, participation, and environment. Research confirms a common belief that student learning is influenced by the characteristics of the school and classroom teaching environment, which is associated with higher student achievement (Allensworth, Farrington, et al.,2018).[ 1 ] A positive school climate helps to improve student participation and graduation rate, and can effectively avoid the occurrence of dropout events (Christle, Jolivette, et al.,2007).[ 10 ] Studies have shown that there were significant correlations between positive climate and school participation, as well as between motivation and self-efficacy (for example, Zysberg et al.,2021).[43] Because the climate is formed over a period of time, it is structural and systematic, so the climate is relatively stable and durable. In fact, because the climate is again perceived by the individual, the climate of the school should be as much as the members of the school. When individuals have similar views on the school climate, the climate can be described as the collective product of individual views, which in turn have an impact on student behavior and learning outcomes. However, a growing body of research has suggested that the social, pedagogical, and organizational climate of a school could affect student participation and academic achievement (Sökmen, & Yavuz 2021),[ 38 ] but it is still unclear how school climate, as an external factor, influences students’ participation through learning motivation and self-control. 1.4 Research Model and Hypothesis According to the self-determination theory (SDT), learners may be motivated by two sources, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation is the inner force that motivates students to participate in academic activities because they are interested in learning and enjoy the learning process (Demır, et al.,2020).[ 17 ] On the other hand, extrinsic motivation factors include expectations from parent, teacher and other reliable examples, learning courses earning potential and good performance et al., (Matt, & Dale,2002),[ 29 ] it usually produces immediate results and requires less effort than intrinsic motivation (Ryan, & Deci,2022).[ 37 ] Students with high levels of motivation actively participate in class learning and think due to their desire for unknown content. In the process of transforming motivational ideas into participative actions, some factors often interfere, and student self-control ability needs to be mobilized to ensure the occurrence of participative behaviors. In addition to internal factors, the school environment that students face also plays a crucial role, such as parents tend to send their children to the school with good learning style and strict management to study, hoping that the overall environment can infect students to achieve better learning results. Therefore, a hypothesized multi-level model composed of students' psychological level and school climate is established (see Fig. 1 ). The model is divided into level 1 psychological level and level 2 situational level, in which the psychological level measures the relatively stable psychological variables of students, while level 2 is the school climate perceived by students, which is situational and changeable. This study predicts that learning motivation can promote students' classroom participation, either directly or through mediating self-control, and school climate has an overall moderating effect. H1: The learning motivation of students can positively predict the classroom participation of college students in professional courses. Student self-control can positively predict classroom participation in professional courses for college students. H2: Students' learning motivation positively predicts classroom participation in professional courses by influencing self-control. H3: Students' perceived school climate has an overall moderating effect. 2 Methods 2.1 Samples and Procedures In February 2021, the results of the 47th statistical report on the development of the Internet by the China Internet Network Information Center showed that the Internet usage rate of students was 21%, which was the highest among Internet users in China. Therefore, the questionnaire was distributed to college students through the Wen Juan Xing website( https://www.wjx.cn/ ). A sampling frame design was used for the selection of study subjects. First, 12 general undergraduate universities and vocational colleges in central, eastern and western provinces are selected as sample colleges, which are representative in terms of student size, type and major setting, etc. Next, professional courses are randomly selected in the sample colleges, and subjects are selected by the cluster sampling method. In order to ensure that students can answer the questionnaire carefully, all the participating students answered the questionnaire in the unified classroom under the organization of the class teacher. In the process of investigation, the class teacher's work was carried out according to the standardized procedures. First, the class teacher arranged students to sit in their own seats and log in the Wen Juan Xing website using their mobile phones, then they guiding students to read the instruction. After confirming that students understood the instruction, the class teacher asked students to fill in the questionnaire according to the requirements of the instruction. All subjects were informed and agreed to take part in this study before answering questions. The process was anonymous. If subjects feel uncomfortable, they can withdraw from the study at any time. The present study was carried out in accordance with the Declaration of Helsinki and its later amendments. The Ethics Committee of the Northwest Normal University, China approved this study as part of the 2021 Pedagogy project of National Social Science Foundation (BBA210041) (Approval Number: 2023106, dated: 3/18/2023). The sample consisted of 1060 students (547 female students, 51.6%, 514 male students, 48.4%) from 12 universities in China (including 517 undergraduate students, 48.7%, and 544 junior colleges, 51.3%), with an average age of 19.47 years old (SD = 1.256). Among them 735 students in first grade, 521 students in second grade, 68 students in third grade, and 7 students in fourth grade. 2.2 Measurement Tools In order to understand the classroom participation, learning motivation, self-control, and atmosphere of college students, the University Student Engagement Inventory was selected for the study (USEI, Maroco, 2016), Working Motivation Inventory (WMI, Amabile et al., 1994), The self-control scale (Tangney et al., 2018), and The school climate Questionnaire (SCQ; Bochaur et al., 2022) as a measurement tool. The USEI and BSCS has been translated and applied in research with good reliability and validity (Assunção et al., 2020). In addition, we have translated and revised WMI Tool. After it was translated into Chinese, foreign language experts who are familiar with questionnaire development were invited to perform equivalent translation, and college students who did not participate in the formal survey were invited to read and test after confirming that the translation was correct. The results showed that students could accurately understand the content expressed in the questionnaire and could reflect their motivation. The specific introduction of the relevant scale is as follows: The USEI developed by Joao Maroco (2016) was selected for the measurement of students' classroom participation. The USEI initially consisted of 32 items and retained the best 15 items, which were composed of three dimensions. They were behavioral participation (e.g., "I usually do my homework on time"), emotional participation (e.g., "I enjoy learning in the course teaching"), and cognitive participation (e.g., "I find the study of this course helpful to me"), with a scale α coefficient of 0.88 and good reliability. The α coefficient in this study is 0.919. The WMI developed by Amabile et al. (1994) was used to measure learning motivation, which was translated and revised by Chi Liping (2006). The scale consists of 30 items, including endogenous motivation (e.g., "As long as I do what I enjoy doing, I enjoy doing it"). I care less about grades and rewards ") and exogenous motivations (e.g., "Winning the recognition and admiration of others is the main motivation that drives me to work hard"). The internal consistency reliability of the revised subscales was 0.80 and 0.78. The α coefficient in this study is 0.933. For the measurement of self-control, the self-control scale(BSCS)developed by Tangney et al. (2018) was selected. At the same time, they extracted a simplified self-control strength scale composed of 13 items (such as "I refuse things that are not good for me") from a large number of tables. In this study, the short form of self-control table was used, and the α coefficient of the scale was 0.83. The α coefficient in this study is 0.785. The SCQ developed by Bochaver et al. (2022) was used to measure school climate. The questionnaire consists of 22 items and the SCQ has a three-factor structure. The reliability of the tool is satisfactory. The results showed that the questionnaire used allowed us to assess three factors: school climate bias (e.g., "Students smoke in the bathroom or stairwell at my school"), school well-being (e.g., "I like my school a lot, it's comfortable and fun here"), and subjective insecurity (e.g., "I try not to bring valuables to school"). The α coefficient in this study is 0.891. Common method biases, Cronbach α coefficient analysis, correlation analysis and model test are used in data analysis. SPSS 23.0 and M-plus are professional data analysis softwares and are widely used in academic research, which can perform the above analysis (Al Sultan, Alharbi, Mahmoud, & Elsharkasy, 2023). Therefore, SPSS 26.0 and M-plus software packages were used in this study. The software SPSS Statistics 26.0 was used for common method biases, Cronbach α coefficient analysis, correlation analysis, and the software M-plus 7.0 software was used for conducting structural equation modeling. 3 Results 3.1 Common Method Deviation Test All variables in this study were self-reported by participants, so there may be a common method bias effect. Therefore, the questionnaire was controlled by separate arrangement, partial reverse scoring, and emphasis on anonymity. Meanwhile, Harman single factor test method (Podsakoff et al.,2003) was used to conduct principal component analysis on all items from the four questionnaires. In the analysis of SPSS, factor analysis was used to evaluate common method bias. This study conducted factor analysis on all relevant variables based on the procedure, The results showed that there were 13 factors with feature roots greater than 1 (more than 1), and the variance interpretation of the largest factor was 20.876% (less than 40%). This indicates that there is no significant common methodology bias in the data. 3.2 Correlation Analysis Correlation analysis can reveal whether there is correlation between variables. We conducted correlation analysis in SPSS 26.0 and result shows that learning motivation is positively associated with class participation, self-control, and school climate, self-control is positively correlated with class participation and school climate. School climate is not correlated with class participation. 3.3 Zero Model Analysis To clarify the effect of school climate on learning motivation and self-control at level 2, Analyzing data using multi-level linear models (HLM). Zero model testing is performed before analysis. The results are shown in Table 1 : Table 1 Zero model test of M and Y t00 σ2 ICC M 0.000 0.999 0.002 Y 0.087 0.911 0.085 Y = Participant, M = Self-control The results showed that for participation, the inter-group variance t00 was 0.087, the intra-group variance σ2 was 0.911, and the intra-group correlation coefficient ICC was 0.085. The inter-group variation could not be ignored, and the inter-group variation accounted for 8.5% of the total variation, which could be analyzed across level. The results are shown in Table 2 : Table 2 M-plus cross-level analysis path coefficient table M Y Model 1 Model 2 Intra-group variable K1 age 0.041 -0.015 K3 grade -0.053 -0.017 M 0.076+ Intergroup variable X 0.379*** 0.402*** W -0.024 XW 0.087* statistic t00 0.004 0.067 σ2 0.849 0.724 Note: * p < .05,**p < .01, ***p < .001 Y = Participant, M = Self-control The independent variable learning motivation had a significant positive effect on self-control ( β = 0.402, p 0.05), and the interaction item learning motivation-school climate had a significant positive impact on self-control ( β = 0.087, p < 0.001), indicating that the moderating effect was established. Learning motivation has a significant positive effect on class participation ( β = 0.379, p < 0.001), as well as self-control has a significant positive effect on class participation ( β = 0.076, p < 0.1), which supported hypothesis 1. The results are shown in Table 3 : Table 3 X-M-Y mediation effect analysis coefficient standard error T P Lower interval Upper interval Direct effect 0.402 0.036 11.157 0.000 0.331 0.472 Indirect effect 0.029 0.017 1.677 0.094 -0.005 0.062 Total effect 0.430 0.037 11.778 0.000 0.359 0.502 The intermediate effect test shows that the direct effect of learning motivation-self-control ability on class participation is 0.402, 95% confidence interval [0.331,0.472], excluding 0, which indicates that the direct effect is significant. However, the indirect effect of learning motivation-self-control ability on class participation is 0.029, 95% confidence interval [-0.005,0.062], including 0, which indicates that indirect effect is not significant. The mediating effect of self-control on learning motivation and class participation does not exist, therefore hypothesis 2 is not valid. The results are shown in Table 4 : Table 4 The influence of X on M adjusted by W Adjusting W Standardized Coefficient SE T P Lower interval Upper interval Low W 0.292 0.068 4.296 0.000 0.159 0.425 High W 0.467 0.050 9.368 0.000 0.369 0.564 Difference 0.175 0.075 2.324 0.020 0.027 0.322 X = Learning motivation, M = Self-control, W = School climate Using interactive product for hypothesis verification, X has a significant positive impact on M( β = 0.379, P < 0.001), XW has a significant positive impact on M༈ β = 0.087 (P < 0.05) indicates that W enhances the positive effect of X on M. Different moderating variables have differences in the level of school atmosphere, with X having a significant positive impact on M when the school atmosphere is positive༈ β = 0.467, P < 0.001), where X has a significant positive impact on M when the school atmosphere is negative༈ β = 0.292, P < 0.001), the difference between the two is 0.175, P < 0.05, indicating a positive regulatory effect. Hypothesis three is valid. 4 Discussion Studies have shown that students' participation decreases with the increase of grade level (Cohen et al.,2021),[ 13 ] while college students are learners without parents around to supervise at any time, and compared with their previous learning experience, they mainly allocate their time and energy by themselves. In addition, mastering the content of specialized courses is very important for students' future employment, so this study investigates the participation of college students in specialized courses. The analysis results show that learning motivation has a significant positive impact on class participation, and self-control has a significant positive impact on class participation. The direct effect of learning motivation, self-control and classroom participation is significant, but the indirect effect is not significant, indicating that the intermediary effect does not exist, so hypothesis 2 is not valid. Learning motivation has a significant positive impact on self-control, and learning motivation school atmosphere has a significant positive impact on self-control, indicating that school atmosphere enhances the positive impact of learning motivation on self-control. There are differences in the level of school atmosphere among different moderating variables. When the school atmosphere is positive, learning motivation has a significant positive impact on self-control. When the school atmosphere is negative, learning motivation has a significant positive impact on this, indicating the existence of a positive moderating effect. Assumption three is valid. 4.1 The Mediating Effect of Self-control on Learning Motivation and Classroom participation The results related to hypothesis 1 are consistent with the studies (Deci, & Ryan,2008) [ 15 ] and (Niemiec, & Ryan,2009) [ 32 ] that learners are intrinsically motivated and engage in activities because of their intrinsic interest, pleasure, and excitement. Intrinsic motivation is the inner force that motivates students to participate in academic activities because they are interested in learning and enjoy the learning process. Because they are faced with employment and job hunting after university graduation, their abilities (learners) are tested and they are eager to learn even without external rewards (Rahiem et al.,2020).[ 34 ] Extrinsic motivators, according to them, include parental expectations, expectations of other trusted role models, earning potential from a course of study and good grades. At this stage of college, students attach great importance to parents' expectations, so the strengthening of internal and external motivation promotes students' active learning. Although the result of hypothesis 1 is consistent with the previous work, self-control does not have an intermediary effect between learning motivation and students' classroom participation, indicating that learning motivation has a direct impact on classroom participation, but did not affect classroom participation by affecting self-control. In addition, educational psychology research has shown that changes in motivation to avoid effort play an important role in academic success. For example, the more students who pursue minimizing academic effort, the lower their grades are (Carpenter et al.,2020).[ 4 ] Similarly, empirical studies have shown that the motivation to maintain strength in the face of an accumulating need for self-regulation plays an important role in explaining self-control failures (Werner et al.,2023).[ 41 ] Some evidence suggests that practicing self-control may increase inhibitory control (Muraven,2010).[ 31 ] Inhibitory control is associated with successful self-control in day-to-day life (Muraven,2010).[ 31 ] For example, it is a negatively related to unhealthy eating behaviors, problem drinking, and illicit drug use (Astolfi et al.,2021).[ 2 ] One might argue that strengthening inhibitory control can help students achieve higher grades because it helps to focus and eliminate distractions. Therefore, self-control is a variable that can be interfered with, and students' self-control can be improved through effective methods. 4.2. The Cross-level Moderating Effect of School Climate The theoretical framework of this study draws on self-determination theory (SDT), and the self-system approach that emerges from SDT, with a particular focus on participation as an outcome. SDT theorists argue that individuals seek experiences that satisfy basic needs for competence, autonomy, and relevance through their interactions with the environment (Deci, & Ryan,2008).[ 15 ] The theory postulates that the degree to which students perceive the school climate to meet these psychological needs determines how engaged students are in school. Furthermore, in the ego system approach, school participation is also hypothesized to be malleable and to respond to interactions between the individual and the learning environment (Lv, Yijun et al.,2021). [ 28 ] From the SDT perspective, the generation of optimal learning outcomes is related to the extent to which the learning environment provides opportunities for students to develop personal competence and a sense of autonomy, and to build positive relationships with others (Ryan et al., 2022).[ 37 ] To the extent that students perceive that the school supports these basic needs, their participation and achievement in school will improve. Competence means knowing how to achieve certain results and feeling effective in doing so. The degree to which students feel this sense of mastery and effectiveness is related to their effort and intrinsic motivation in school and their emotional response to learning (Filgona et al.,2020). [ 22 ] Autonomy includes self-initiation and self-regulation of behavior. Our findings confirm previous claims that students with greater autonomy in school have better school outcomes such as classroom participation, persistence, enjoyment and achievement (Huescar Hernandez et al.,2020).[ 27 ] Relationships refer to subordination, where the strength of one person's relationship is transmitted to others in a particular context. Research has shown that the feelings of connection with school teachers and peers are associated with multiple measures of learning motivation and participation, especially emotional participation (Valiente et al.,2020).[ 40 ] Researchers have found that the achievement goal structures created by schools affect student participation because they affect students' confidence in their abilities to master academically relevant tasks (Bardach et al.,2020). [ 3 ]In particular, students who perceived that their teachers had mastered their goals in advance were more motivated to learn and tended to engage in deeper cognitive processing, such as metacognition and self-regulation strategies, than those who reported having achievement goals to their teacher (Garcia et al.,2023).[ 25 ] Therefore, a better school climate should be provided to students from the organizational level, teacher level, student level and environment level to improve students' self-control and class participation. 4.3. Insufficient Research This study aims to further understand the relationship between learning motivation and classroom participation through investigating the role of mediators and moderators. At the psychological level, learning motivation has a direct impact on students' classroom participation, and self-control has a direct impact on students' classroom participation, but self-control has no mediating effect between learning motivation and students' classroom participation. On the situational level, school climate is a dynamic variable, which is not as stable as the psychological level. The results show that with the change of campus climate, it has a moderating effect on the influence of learning motivation on self-control. When the school climate is positive, the learning motivation variable has a significant positive effect on self-control. When the school climate is negative, the learning motivation variable has no significant positive effect on self-control. This study has positive significance for educational practice. Data analysis has supported that learning motivation can improve several elements of students' classroom participation, so it is possible to improve students' classroom participation through intervention on specific elements. However, there are also shortcomings. First, the current data collection relies on students' self-reported questionnaires to assess learning motivation, self-control, school climate and participation, respectively. In other studies, various kinds of data can be obtained from teachers, parents or observers to conduct comprehensive data analysis, thus causing a problem of validity. Make socially desirable responses to the school, teachers, and their own choices to influence outcomes. Second, the data in this study were collected at the same time point, while the variables of school climate at the scenario level are constantly changing, so data collection methods with multiple time points or multiple methods should be selected in the future. Third, this study only predicted the interaction between various variables, but did not propose effective concrete implementation methods and verify the effectiveness of the methods. In future studies, multi-level intervention should be included in longitudinal research to find out a better plan to improve students' classroom participation. 5 Conclusions (1) Students' learning motivation can positively predict college students' participation in professional courses. Students' self-control ability can positively predict students' participation in professional courses. (2) Students' learning motivation can directly affect students' participation, but cannot positively predict students' classroom participation in professional courses by influencing self-control. Self-control has no mediating effect between students' learning motivation and classroom participation, which is inconsistent with the hypothesis. There's also a discrepancy with the result in previous studies. (3) There are differences in the level of school atmosphere among different moderating variables. When the school atmosphere is positive, learning motivation has a significant positive impact on self-control. When the school atmosphere is negative, learning motivation has a significant positive impact on this, indicating the existence of a positive moderating effect. Data transparency The authors of this study ensure that all data and materials, as well as software applications or custom code, support their published statements and comply with on-site standards. Declarations Ethics approval and consent to participate The data used in this study involves college students, and the research topic and purpose were informed to the participants before distributing the questionnaire. The questionnaire is not a real name system and will not cause any psychological or physical harm to the participants, and does not involve any ethical issues. Consent for publication The research subject of this study is college students who have the ability to judge right from wrong. The collection and use of data have been approved by the subjects, and if necessary, the original data compression package can be provided at any time to send to the designated email. Availability of data and materials The datasets used and/or analysed during the current study are available from thecorresponding author on reasonable request. Competing interests The authors declare that they have nocompeting interests. Funding The author declares that they have no competitive interests Authors' contributions Professor Kang Tinghu is responsible for the overall approach and guidance on data analysis methods, while Professor Cao Luyuan is responsible for the writing of the paper and the practical operation of data analysis. Acknowledgements "Not applicable" Statement The author does not have any relevant financial or non-financial interests to disclose. The author does not have any competing interests related to the content of this article to declare. All authors certify that they have no affiliation or involvement with any organization or entity with any economic or non economic interest in the topics or materials discussed in this manuscript. The author does not have any economic or ownership rights in any of the materials discussed in this article. The author is responsible for the accuracy of the statements provided in the manuscript. References Allensworth EM, Hart H. How do principals influence student achievement? Chicago, IL: University of Chicago Consortium on School Research; 2018. Astolfi R, Corradi, et al. Association between self-control and health risk behaviors: a cross-sectional study with 9th grade adolescents in São Paulo. BMC Public Health. 2021;21:1–12. https://doi.org/10.1186/s12889-021-11718-4 . Bardach L, et al. Has achievement goal theory been right? 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Universal school meals and associations with student participation, attendance, academic performance, diet quality, food security, and body mass index: a systematic review. Nutrients 13.3 (2021): 911. https://doi.org/10.3390/nu13030911 . Deci EL, Ryan RM. Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media; 2013. https://doi.org/10.1007/978-1-4899-2271-7 . Deci EL, Ryan RM. Self-determination theory: A macrotheory of human motivation, development, and health. Can Psychol. 2008;49(3):182–5. https://doi.org/10.1037/a0012801 . Dewey J. September). Experience and education. The educational forum. Volume 50. Taylor & Francis Group; 1986. pp. 241–52. 3 https://doi.org/10.1080/00131728609335764 . Demır S. The role of self-efficacy in job satisfaction, organizational commitment, motivation and job involvement. Eurasian J Educational Res. 2020;20:205–24. https://doi.org/10.14689/ejer.2020.85.10 . de Ridder D, et al. Just do it: Engaging in self-control on a daily basis improves the capacity for self-control. Motivation Sci. 2020;6:309. https://psycnet.apa.org/doi/10.1037/mot0000158 . Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students’ social and emotional learning: A meta-analysis of school‐based universal interventions. Child Dev. 2011;82(1):405–32. https://doi.org/10.1111/j.1467-8624.2010.01564 . Duckworth AL, Seligman ME. Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychol Sci. 2005;16(12):939–44. https://doi.org/10.1111/j.1467-9280.2005.01641 . Elmore GM, Huebner ES. Adolescents' satisfaction with school experiences: Relationships with demographics, attachment relationships, and school participation behavior. Psychol Sch. 2010;47(6):525–37. https://doi.org/10.1002/pits.20488 . Filgona J, et al. Motivation in learning. Asian J Educ social Stud. 2020;10(4):16–37. https://doi.org/10.9734/ajess/2020/v10i430273 . 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The effect of perceived autonomy support and grit on academic performance in college students. Int J Environ Res Public Health. 2020;17(6):2143. https://doi.org/10.3390/ijerph17062143 . Lv Y, et al. How entrepreneurship education at universities influences entrepreneurial intention: Mediating effect based on entrepreneurial competence. Front Psychol. 2021;12:655868. http://dx.doi.org/10.3389/fpsyg.2021.655868 . Matt D, Dale W. (2002). Learning to Teaching and Teaching to Learn Mathematics: Resources for Professional Development. Mathematical Association of America , 163 . https://doi.org/10.5948/upo9781614443131 . Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington,H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth,and public safety. Proceedings of the national Academy of Sciences , 108 (7), 2693–2698.https://doi.org/10.1073/pnas.1010076108. Muraven M. Building self-control strength: Practicing self-control leads to improved self-control performance. J Exp Soc Psychol. 2010;46(2):465–8. https://doi.org/10.1016/j.jesp.2009.12.011 . Niemiec CP, Ryan RM. Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory Res Educ. 2009;7(2):133–44. https://doi.org/10.1177/1477878509104318 . Nystrand M, Gamoran A. (1991). Instructional discourse, student engagement, and literature achievement. Res Teach Engl, 261–90. https://www.jstor.org/stable/40171413 . Rahiem MDH. Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Child youth Serv. review 2021;120:105802. http://dx.doi.org/10.1016/j.childyouth.2020.105802 . Richardson M, Abraham C, Bond R. Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychol Bull. 2012;138(2):353–87. https://doi.org/10.1037/a0026838 . Ruiz S, et al. Predicting students’ outcomes from emotional response in the classroom and attendance. Interact Learn Environ. 2020;28(1):107–29. https://doi.org/10.1080/10494820.2018.1528282 . Ryan RM, Deci EL. Self-determination theory. Encyclopedia of quality of life and well-being research. Cham: Springer International Publishing; 2022. pp. 1–7. https://doi.org/10.1007/978-3-319-69909-7_2630-2 . Sökmen Y. The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Stud. 2021;47(1):19–37. https://doi.org/10.1080/03055698.2019.1665986 . Suárez-García Z, et al. The effect of a mindfulness-based intervention on attention, self-control, and aggressiveness in primary school pupils. Int J Environ Res Public Health. 2020;17(7):2447. https://doi.org/10.3390/ijerph17072447 . Valiente C, et al. Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context. Dev Psychol. 2020;56:578. https://doi.org/10.1037/dev0000863 . Werner KM, Brett Q. Ford. Self-control: An integrative framework. Soc Pers Psychol Compass. 2023;17:e12738. https://doi.org/10.1111/spc3.12738 . Yeager DS, Gregory M. Walton. Social-psychological interventions in education: They’re not magic. Rev Educ Res. 2011;81(2):267–301. https://doi.org/10.3102/0034654311405999 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4493724","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":311943293,"identity":"6385dda2-0cb7-4e12-a667-77c23a374f03","order_by":0,"name":"Tinghu Kang","email":"","orcid":"","institution":"Northwest Normal University","correspondingAuthor":false,"prefix":"","firstName":"Tinghu","middleName":"","lastName":"Kang","suffix":""},{"id":311943295,"identity":"4f39a383-4d3d-471b-8b4f-10f90b89846a","order_by":1,"name":"Luyuan Cao","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA4klEQVRIiWNgGAWjYHACxgMQmo2B4YOBjR1ReuBaGGcUpCWTpoWZ58MhxgZCyvnbDx84zNt2WN6c/1iatI3BAWYG9sNHN+DTInEmLQGkxXDnjLRj0jkGd/gYeNLSbuDTYsCQYwDSwrjhBnsbUMszZgYJHjP8WvjfgLXYbzh/vE3awuAwYwNBLRIQWxI3HAA6jIEYLRI3niUcnHMuPXnDjbRkyx6DtGQ2Qn7h708++OBNmbXthvPHDG/8+GNjx89++BheLWDAyAamWCRAJBtB5WDwB0wyfyBO9SgYBaNgFIw0AADSBU7HYC/MGAAAAABJRU5ErkJggg==","orcid":"","institution":"Northwest Normal University","correspondingAuthor":true,"prefix":"","firstName":"Luyuan","middleName":"","lastName":"Cao","suffix":""}],"badges":[],"createdAt":"2024-05-29 02:21:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4493724/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4493724/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":58232016,"identity":"c4c71a4b-0f64-4f69-ba5e-a219ae528128","added_by":"auto","created_at":"2024-06-12 19:34:59","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":72475,"visible":true,"origin":"","legend":"\u003cp\u003eSituation-psychological multi-level model\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-4493724/v1/e238e0b86317332fd5baf7c4.png"},{"id":59892416,"identity":"b63fcb82-3db8-462d-a7b5-71cdfc4efff0","added_by":"auto","created_at":"2024-07-09 03:03:45","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":652278,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4493724/v1/454b69a6-be0d-4b4d-9728-4328c5ed5b29.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The influence of learning motivation on college students' participation in professional courses:The mediating role of self-control and the moderating role of school atmosphere","fulltext":[{"header":"1 Background","content":"\u003cp\u003eStudents who are actively involved in school activities do better in school. For example, students\u0026rsquo; positive behaviors such as coming to school on time, paying attention in class, and following school rules generally lead to better performance on various tests (Caraway, Tucker, Reinke, \u0026amp; Hall, 2003).[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e] In contrast, students who miss classes, refuse to participate in school activities, and let their minds wander during class do less well than those who actively participate in school activities, and have various problem behaviors such as dropping out of school, stealing, and fighting. It is worrying that many educators view truancy as one of the most numerous and persistent problems affecting student development. They also point out that skipping classes and truancy problems are particularly acute in middle school and high school period (Hofer et al.,2012).[\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e] Therefore, students\u0026rsquo; participation has received increasing attention from researchers, practitioners and policymakers (Christenson et al., 2012; Reschly \u0026amp; Christenson,2012).[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e][\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eFor individuals, participation can be defined as a multidimensional structure composed of behavioral, emotional and cognitive components (Fredricks, Blumenfeld, \u0026amp; Paris, 2004);[\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] Positive behaviors include listening attentively and completing assignments on time, participation in learning and academic tasks, and participation in extracurricular activities (Finn, Pannozzo, \u0026amp; Voelkl, 1995).[\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] Emotional participation represents the students\u0026rsquo; emotional response and identification with the school (Ruiz et al., 2020).[\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e] Cognitive participation refers to students\u0026rsquo; self-regulated and strategic approach to learning (Fredricks et al., 2004).[\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] These three components are dynamically interrelated rather than isolated processes within the individual. In a broad sense, student participation refers to students\u0026rsquo; willingness to participate in the daily activities of the school, such as attending classes, submitting homework, and following the teacher\u0026rsquo;s instructions in class (Nystrand, \u0026amp; Gamoran,1991),[\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e] and it may be related to the student\u0026rsquo;s internal factors (e.g., learning motivation, self-control) as well as the external environmental factors (e.g., school climate).\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Learning Motivation\u003c/h2\u003e \u003cp\u003eMotivation is a complex part of human psychology and behavior that influences how individuals choose to invest time, how much energy they invest in any given task, how they think and feel about the task, and how long they persist in the task (Deci et al., 2013).[\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e][\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e] According to Luthans (2012), motivation is a process that begins with a physical or psychological defect or need that activates a behavior or drive aimed at achieving a goal or incentive. It means that a student\u0026rsquo;s motivation to learn may determine whether a student is willing to participate in class activities and how much energy and time they put into it. At the same time, it also means that students are willing to continue to make efforts when they encounter difficulties and challenges in learning. Schunk, Pintrich and Meece (2008) have found that students\u0026rsquo; motivation played an important role in their achievement, interest in school, and attitude to learning. Moreover, the level of learning motivation also affected students\u0026rsquo; self-control; researchers believed that the lack of academic motivation can make self-control become meaningless (Richardson et al., 2012).[\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2 Self-Control\u003c/h2\u003e \u003cp\u003eSelf-control is about aligning thoughts, feelings, and actions with long-term worthwhile goals in the face of more enticing options. Teachers have long believed that self-control is necessary for academic achievement (Dewey,1986).[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] Self-control has two characteristics. First, self-control must be self-initiated. Second, self-control is only associated with one choice being clearly more valuable in the long run than another. There was evidence showing that self-control played an even more important role than intelligence in determining students\u0026rsquo; academic performance (Duckworth \u0026amp; Seligman, 2005).[\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] Self-control can predict curriculum achievement at all levels of school, including early primary school (Blair, \u0026amp; Raver,2015),[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] late primary school, and middle school. high schools and universities. Children with better self-control are more engaged in learning (Duckworth \u0026amp; Seligman,2005) [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. They also have better health and relationships (de Ridder et al.,2013).[\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] Previous prospective studies have shown that self-control could predict student participation and predict success in graduation (Moffitt et al.,2011). [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eFurthermore, some intervention studies also show that self-control intervention training can improve students\u0026rsquo; self-control ability (Su\u0026aacute;rez-Garc\u0026iacute;a et al.,2020),[\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e] and mental interventions in the educational context are consistent with other fields, which have a large and lasting impact on student achievement (Yeager, \u0026amp; Walton,2011).[\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e] For example, research by Cohen and colleagues showed that self-affirmation writing exercises improved school performance of students over a two-year period (Cohen et al.,2006; Cohen et al.,2009).[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e][\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] These interventions are durable and effective because they initiate \"recursive social, psychological, and intellectual processes\" (Yeager, \u0026amp; Walton,2011)[\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e] that make students more engaged in school and better prepared to deal with initial setbacks and difficulties.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e1.3 School Climate\u003c/h2\u003e \u003cp\u003eWeinstein (2002) proposed that even young children may feel different treatment and expectations from teachers in the classroom. In other words, college students can more truly experience the positive or negative degree of the surrounding environment. School climate is complex concept and it includes many different aspects of the school environment (Elmore, \u0026amp; Huebner, 2010).[\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] Based on the concept of climate in organizational psychology, school climate refers to the teachers, administrators, students and school community experienced by other members of the school the quality of the environment (Durlak, Weissberg, et al.,2011).[\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] The school climate model defined by the U.S. Department of Education includes three dimensions: safety, participation, and environment. Research confirms a common belief that student learning is influenced by the characteristics of the school and classroom teaching environment, which is associated with higher student achievement (Allensworth, Farrington, et al.,2018).[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] A positive school climate helps to improve student participation and graduation rate, and can effectively avoid the occurrence of dropout events (Christle, Jolivette, et al.,2007).[\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e] Studies have shown that there were significant correlations between positive climate and school participation, as well as between motivation and self-efficacy (for example, Zysberg et al.,2021).[43] Because the climate is formed over a period of time, it is structural and systematic, so the climate is relatively stable and durable. In fact, because the climate is again perceived by the individual, the climate of the school should be as much as the members of the school. When individuals have similar views on the school climate, the climate can be described as the collective product of individual views, which in turn have an impact on student behavior and learning outcomes. However, a growing body of research has suggested that the social, pedagogical, and organizational climate of a school could affect student participation and academic achievement (S\u0026ouml;kmen, \u0026amp; Yavuz 2021),[\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] but it is still unclear how school climate, as an external factor, influences students\u0026rsquo; participation through learning motivation and self-control.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e1.4 Research Model and Hypothesis\u003c/h2\u003e \u003cp\u003eAccording to the self-determination theory (SDT), learners may be motivated by two sources, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation is the inner force that motivates students to participate in academic activities because they are interested in learning and enjoy the learning process (Demır, et al.,2020).[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] On the other hand, extrinsic motivation factors include expectations from parent, teacher and other reliable examples, learning courses earning potential and good performance et al., (Matt, \u0026amp; Dale,2002),[\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e] it usually produces immediate results and requires less effort than intrinsic motivation (Ryan, \u0026amp; Deci,2022).[\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e] Students with high levels of motivation actively participate in class learning and think due to their desire for unknown content. In the process of transforming motivational ideas into participative actions, some factors often interfere, and student self-control ability needs to be mobilized to ensure the occurrence of participative behaviors.\u003c/p\u003e \u003cp\u003eIn addition to internal factors, the school environment that students face also plays a crucial role, such as parents tend to send their children to the school with good learning style and strict management to study, hoping that the overall environment can infect students to achieve better learning results. Therefore, a hypothesized multi-level model composed of students' psychological level and school climate is established (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe model is divided into level 1 psychological level and level 2 situational level, in which the psychological level measures the relatively stable psychological variables of students, while level 2 is the school climate perceived by students, which is situational and changeable. This study predicts that learning motivation can promote students' classroom participation, either directly or through mediating self-control, and school climate has an overall moderating effect.\u003c/p\u003e \u003cp\u003eH1: The learning motivation of students can positively predict the classroom participation of college students in professional courses. Student self-control can positively predict classroom participation in professional courses for college students.\u003c/p\u003e \u003cp\u003eH2: Students' learning motivation positively predicts classroom participation in professional courses by influencing self-control.\u003c/p\u003e \u003cp\u003eH3: Students' perceived school climate has an overall moderating effect.\u003c/p\u003e \u003c/div\u003e"},{"header":"2 Methods","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Samples and Procedures\u003c/h2\u003e \u003cp\u003eIn February 2021, the results of the 47th statistical report on the development of the Internet by the China Internet Network Information Center showed that the Internet usage rate of students was 21%, which was the highest among Internet users in China. Therefore, the questionnaire was distributed to college students through the Wen Juan Xing website(\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.wjx.cn/\u003c/span\u003e\u003cspan address=\"https://www.wjx.cn/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eA sampling frame design was used for the selection of study subjects. First, 12 general undergraduate universities and vocational colleges in central, eastern and western provinces are selected as sample colleges, which are representative in terms of student size, type and major setting, etc. Next, professional courses are randomly selected in the sample colleges, and subjects are selected by the cluster sampling method. In order to ensure that students can answer the questionnaire carefully, all the participating students answered the questionnaire in the unified classroom under the organization of the class teacher. In the process of investigation, the class teacher's work was carried out according to the standardized procedures. First, the class teacher arranged students to sit in their own seats and log in the Wen Juan Xing website using their mobile phones, then they guiding students to read the instruction. After confirming that students understood the instruction, the class teacher asked students to fill in the questionnaire according to the requirements of the instruction.\u003c/p\u003e \u003cp\u003eAll subjects were informed and agreed to take part in this study before answering questions. The process was anonymous. If subjects feel uncomfortable, they can withdraw from the study at any time. The present study was carried out in accordance with the Declaration of Helsinki and its later amendments. The Ethics Committee of the Northwest Normal University, China approved this study as part of the 2021 Pedagogy project of National Social Science Foundation (BBA210041) (Approval Number: 2023106, dated: 3/18/2023).\u003c/p\u003e \u003cp\u003eThe sample consisted of 1060 students (547 female students, 51.6%, 514 male students, 48.4%) from 12 universities in China (including 517 undergraduate students, 48.7%, and 544 junior colleges, 51.3%), with an average age of 19.47 years old (SD\u0026thinsp;=\u0026thinsp;1.256). Among them 735 students in first grade, 521 students in second grade, 68 students in third grade, and 7 students in fourth grade.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Measurement Tools\u003c/h2\u003e \u003cp\u003eIn order to understand the classroom participation, learning motivation, self-control, and atmosphere of college students, the University Student Engagement Inventory was selected for the study (USEI, Maroco, 2016), Working Motivation Inventory (WMI, Amabile et al., 1994), The self-control scale (Tangney et al., 2018), and The school climate Questionnaire (SCQ; Bochaur et al., 2022) as a measurement tool.\u003c/p\u003e \u003cp\u003eThe USEI and BSCS has been translated and applied in research with good reliability and validity (Assun\u0026ccedil;\u0026atilde;o et al., 2020). In addition, we have translated and revised WMI Tool. After it was translated into Chinese, foreign language experts who are familiar with questionnaire development were invited to perform equivalent translation, and college students who did not participate in the formal survey were invited to read and test after confirming that the translation was correct. The results showed that students could accurately understand the content expressed in the questionnaire and could reflect their motivation. The specific introduction of the relevant scale is as follows:\u003c/p\u003e \u003cp\u003eThe USEI developed by Joao Maroco (2016) was selected for the measurement of students' classroom participation. The USEI initially consisted of 32 items and retained the best 15 items, which were composed of three dimensions. They were behavioral participation (e.g., \"I usually do my homework on time\"), emotional participation (e.g., \"I enjoy learning in the course teaching\"), and cognitive participation (e.g., \"I find the study of this course helpful to me\"), with a scale α coefficient of 0.88 and good reliability. The α coefficient in this study is 0.919.\u003c/p\u003e \u003cp\u003eThe WMI developed by Amabile et al. (1994) was used to measure learning motivation, which was translated and revised by Chi Liping (2006). The scale consists of 30 items, including endogenous motivation (e.g., \"As long as I do what I enjoy doing, I enjoy doing it\"). I care less about grades and rewards \") and exogenous motivations (e.g., \"Winning the recognition and admiration of others is the main motivation that drives me to work hard\"). The internal consistency reliability of the revised subscales was 0.80 and 0.78. The α coefficient in this study is 0.933.\u003c/p\u003e \u003cp\u003eFor the measurement of self-control, the self-control scale(BSCS)developed by Tangney et al. (2018) was selected. At the same time, they extracted a simplified self-control strength scale composed of 13 items (such as \"I refuse things that are not good for me\") from a large number of tables. In this study, the short form of self-control table was used, and the α coefficient of the scale was 0.83. The α coefficient in this study is 0.785.\u003c/p\u003e \u003cp\u003eThe SCQ developed by Bochaver et al. (2022) was used to measure school climate. The questionnaire consists of 22 items and the SCQ has a three-factor structure. The reliability of the tool is satisfactory. The results showed that the questionnaire used allowed us to assess three factors: school climate bias (e.g., \"Students smoke in the bathroom or stairwell at my school\"), school well-being (e.g., \"I like my school a lot, it's comfortable and fun here\"), and subjective insecurity (e.g., \"I try not to bring valuables to school\"). The α coefficient in this study is 0.891.\u003c/p\u003e \u003cp\u003eCommon method biases, Cronbach \u003cem\u003eα\u003c/em\u003e coefficient analysis, correlation analysis and model test are used in data analysis. SPSS 23.0 and M-plus are professional data analysis softwares and are widely used in academic research, which can perform the above analysis (Al Sultan, Alharbi, Mahmoud, \u0026amp; Elsharkasy, 2023). Therefore, SPSS 26.0 and M-plus software packages were used in this study. The software SPSS Statistics 26.0 was used for common method biases, Cronbach \u003cem\u003eα\u003c/em\u003e coefficient analysis, correlation analysis, and the software M-plus 7.0 software was used for conducting structural equation modeling.\u003c/p\u003e \u003c/div\u003e"},{"header":"3 Results","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Common Method Deviation Test\u003c/h2\u003e \u003cp\u003eAll variables in this study were self-reported by participants, so there may be a common method bias effect. Therefore, the questionnaire was controlled by separate arrangement, partial reverse scoring, and emphasis on anonymity. Meanwhile, Harman single factor test method (Podsakoff et al.,2003) was used to conduct principal component analysis on all items from the four questionnaires. In the analysis of SPSS, factor analysis was used to evaluate common method bias. This study conducted factor analysis on all relevant variables based on the procedure, The results showed that there were 13 factors with feature roots greater than 1 (more than 1), and the variance interpretation of the largest factor was 20.876% (less than 40%). This indicates that there is no significant common methodology bias in the data.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Correlation Analysis\u003c/h2\u003e \u003cp\u003eCorrelation analysis can reveal whether there is correlation between variables. We conducted correlation analysis in SPSS 26.0 and result shows that learning motivation is positively associated with class participation, self-control, and school climate, self-control is positively correlated with class participation and school climate. School climate is not correlated with class participation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Zero Model Analysis\u003c/h2\u003e \u003cp\u003eTo clarify the effect of school climate on learning motivation and self-control at level 2, Analyzing data using multi-level linear models (HLM). Zero model testing is performed before analysis. The results are shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eZero model test of M and Y\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003et00\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eσ2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eICC\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.999\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.087\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.911\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.085\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eY\u0026thinsp;=\u0026thinsp;Participant, M\u0026thinsp;=\u0026thinsp;Self-control\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003eThe results showed that for participation, the inter-group variance t00 was 0.087, the intra-group variance σ2 was 0.911, and the intra-group correlation coefficient ICC was 0.085. The inter-group variation could not be ignored, and the inter-group variation accounted for 8.5% of the total variation, which could be analyzed across level. The results are shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e:\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eM-plus cross-level analysis path coefficient table\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eY\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModel 1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eModel 2\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eIntra-group variable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eK1 age\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.041\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.015\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eK3 grade\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.053\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.017\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.076+\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eIntergroup variable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eX\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.379***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.402***\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eW\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eXW\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.087*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003estatistic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003et00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.067\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eσ2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.849\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.724\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eNote: * p\u0026thinsp;\u0026lt;\u0026thinsp;.05,**p\u0026thinsp;\u0026lt;\u0026thinsp;.01, ***p\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eY\u0026thinsp;=\u0026thinsp;Participant, M\u0026thinsp;=\u0026thinsp;Self-control\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003eThe independent variable learning motivation had a significant positive effect on self-control (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.402, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), school climate had no significant impact on self-control (\u003cem\u003eβ\u003c/em\u003e =-0.024, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026gt;\u0026thinsp;0.05), and the interaction item learning motivation-school climate had a significant positive impact on self-control (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.087, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), indicating that the moderating effect was established. Learning motivation has a significant positive effect on class participation (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.379, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), as well as self-control has a significant positive effect on class participation (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.076, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.1), which supported hypothesis 1. The results are shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e:\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eX-M-Y mediation effect analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ecoefficient\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003estandard error\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eT\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLower interval\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eUpper interval\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDirect effect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.402\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.036\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11.157\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.331\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.472\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndirect effect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.029\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.677\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.094\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-0.005\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.062\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal effect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.430\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.037\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11.778\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.359\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.502\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003eThe intermediate effect test shows that the direct effect of learning motivation-self-control ability on class participation is 0.402, 95% confidence interval [0.331,0.472], excluding 0, which indicates that the direct effect is significant. However, the indirect effect of learning motivation-self-control ability on class participation is 0.029, 95% confidence interval [-0.005,0.062], including 0, which indicates that indirect effect is not significant. The mediating effect of self-control on learning motivation and class participation does not exist, therefore hypothesis 2 is not valid. The results are shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e:\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe influence of X on M adjusted by W\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAdjusting W\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStandardized Coefficient\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eT\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLower interval\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eUpper interval\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLow W\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.292\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.068\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.296\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.159\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.425\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHigh W\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.467\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.050\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.368\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.369\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.564\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDifference\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.175\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.075\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.324\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.027\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.322\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003eX\u0026thinsp;=\u0026thinsp;Learning motivation, M\u0026thinsp;=\u0026thinsp;Self-control, W\u0026thinsp;=\u0026thinsp;School climate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eUsing interactive product for hypothesis verification, X has a significant positive impact on M( β\u0026thinsp;=\u0026thinsp;0.379, P\u0026thinsp;\u0026lt;\u0026thinsp;0.001), XW has a significant positive impact on M༈ β\u0026thinsp;=\u0026thinsp;0.087 (P\u0026thinsp;\u0026lt;\u0026thinsp;0.05) indicates that W enhances the positive effect of X on M. Different moderating variables have differences in the level of school atmosphere, with X having a significant positive impact on M when the school atmosphere is positive༈ β\u0026thinsp;=\u0026thinsp;0.467, P\u0026thinsp;\u0026lt;\u0026thinsp;0.001), where X has a significant positive impact on M when the school atmosphere is negative༈ β\u0026thinsp;=\u0026thinsp;0.292, P\u0026thinsp;\u0026lt;\u0026thinsp;0.001), the difference between the two is 0.175, P\u0026thinsp;\u0026lt;\u0026thinsp;0.05, indicating a positive regulatory effect. Hypothesis three is valid.\u003c/p\u003e \u003c/div\u003e"},{"header":"4 Discussion","content":"\u003cp\u003eStudies have shown that students' participation decreases with the increase of grade level (Cohen et al.,2021),[\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e] while college students are learners without parents around to supervise at any time, and compared with their previous learning experience, they mainly allocate their time and energy by themselves. In addition, mastering the content of specialized courses is very important for students' future employment, so this study investigates the participation of college students in specialized courses. The analysis results show that learning motivation has a significant positive impact on class participation, and self-control has a significant positive impact on class participation. The direct effect of learning motivation, self-control and classroom participation is significant, but the indirect effect is not significant, indicating that the intermediary effect does not exist, so hypothesis 2 is not valid.\u003c/p\u003e \u003cp\u003eLearning motivation has a significant positive impact on self-control, and learning motivation school atmosphere has a significant positive impact on self-control, indicating that school atmosphere enhances the positive impact of learning motivation on self-control. There are differences in the level of school atmosphere among different moderating variables. When the school atmosphere is positive, learning motivation has a significant positive impact on self-control. When the school atmosphere is negative, learning motivation has a significant positive impact on this, indicating the existence of a positive moderating effect. Assumption three is valid.\u003c/p\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e4.1 The Mediating Effect of Self-control on Learning Motivation and Classroom participation\u003c/h2\u003e \u003cp\u003eThe results related to hypothesis 1 are consistent with the studies (Deci, \u0026amp; Ryan,2008) [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e] and (Niemiec, \u0026amp; Ryan,2009) [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] that learners are intrinsically motivated and engage in activities because of their intrinsic interest, pleasure, and excitement. Intrinsic motivation is the inner force that motivates students to participate in academic activities because they are interested in learning and enjoy the learning process. Because they are faced with employment and job hunting after university graduation, their abilities (learners) are tested and they are eager to learn even without external rewards (Rahiem et al.,2020).[\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e] Extrinsic motivators, according to them, include parental expectations, expectations of other trusted role models, earning potential from a course of study and good grades. At this stage of college, students attach great importance to parents' expectations, so the strengthening of internal and external motivation promotes students' active learning.\u003c/p\u003e \u003cp\u003eAlthough the result of hypothesis 1 is consistent with the previous work, self-control does not have an intermediary effect between learning motivation and students' classroom participation, indicating that learning motivation has a direct impact on classroom participation, but did not affect classroom participation by affecting self-control. In addition, educational psychology research has shown that changes in motivation to avoid effort play an important role in academic success. For example, the more students who pursue minimizing academic effort, the lower their grades are (Carpenter et al.,2020).[\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] Similarly, empirical studies have shown that the motivation to maintain strength in the face of an accumulating need for self-regulation plays an important role in explaining self-control failures (Werner et al.,2023).[\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e] Some evidence suggests that practicing self-control may increase inhibitory control (Muraven,2010).[\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e] Inhibitory control is associated with successful self-control in day-to-day life (Muraven,2010).[\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e] For example, it is a negatively related to unhealthy eating behaviors, problem drinking, and illicit drug use (Astolfi et al.,2021).[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e] One might argue that strengthening inhibitory control can help students achieve higher grades because it helps to focus and eliminate distractions. Therefore, self-control is a variable that can be interfered with, and students' self-control can be improved through effective methods.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e4.2. The Cross-level Moderating Effect of School Climate\u003c/h2\u003e \u003cp\u003eThe theoretical framework of this study draws on self-determination theory (SDT), and the self-system approach that emerges from SDT, with a particular focus on participation as an outcome. SDT theorists argue that individuals seek experiences that satisfy basic needs for competence, autonomy, and relevance through their interactions with the environment (Deci, \u0026amp; Ryan,2008).[\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e] The theory postulates that the degree to which students perceive the school climate to meet these psychological needs determines how engaged students are in school. Furthermore, in the ego system approach, school participation is also hypothesized to be malleable and to respond to interactions between the individual and the learning environment (Lv, Yijun et al.,2021). [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eFrom the SDT perspective, the generation of optimal learning outcomes is related to the extent to which the learning environment provides opportunities for students to develop personal competence and a sense of autonomy, and to build positive relationships with others (Ryan et al., 2022).[\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e] To the extent that students perceive that the school supports these basic needs, their participation and achievement in school will improve. Competence means knowing how to achieve certain results and feeling effective in doing so. The degree to which students feel this sense of mastery and effectiveness is related to their effort and intrinsic motivation in school and their emotional response to learning (Filgona et al.,2020). [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] Autonomy includes self-initiation and self-regulation of behavior. Our findings confirm previous claims that students with greater autonomy in school have better school outcomes such as classroom participation, persistence, enjoyment and achievement (Huescar Hernandez et al.,2020).[\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e] Relationships refer to subordination, where the strength of one person's relationship is transmitted to others in a particular context. Research has shown that the feelings of connection with school teachers and peers are associated with multiple measures of learning motivation and participation, especially emotional participation (Valiente et al.,2020).[\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e] Researchers have found that the achievement goal structures created by schools affect student participation because they affect students' confidence in their abilities to master academically relevant tasks (Bardach et al.,2020). [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]In particular, students who perceived that their teachers had mastered their goals in advance were more motivated to learn and tended to engage in deeper cognitive processing, such as metacognition and self-regulation strategies, than those who reported having achievement goals to their teacher (Garcia et al.,2023).[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e] Therefore, a better school climate should be provided to students from the organizational level, teacher level, student level and environment level to improve students' self-control and class participation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e4.3. Insufficient Research\u003c/h2\u003e \u003cp\u003eThis study aims to further understand the relationship between learning motivation and classroom participation through investigating the role of mediators and moderators. At the psychological level, learning motivation has a direct impact on students' classroom participation, and self-control has a direct impact on students' classroom participation, but self-control has no mediating effect between learning motivation and students' classroom participation. On the situational level, school climate is a dynamic variable, which is not as stable as the psychological level. The results show that with the change of campus climate, it has a moderating effect on the influence of learning motivation on self-control. When the school climate is positive, the learning motivation variable has a significant positive effect on self-control. When the school climate is negative, the learning motivation variable has no significant positive effect on self-control.\u003c/p\u003e \u003cp\u003eThis study has positive significance for educational practice. Data analysis has supported that learning motivation can improve several elements of students' classroom participation, so it is possible to improve students' classroom participation through intervention on specific elements. However, there are also shortcomings. First, the current data collection relies on students' self-reported questionnaires to assess learning motivation, self-control, school climate and participation, respectively. In other studies, various kinds of data can be obtained from teachers, parents or observers to conduct comprehensive data analysis, thus causing a problem of validity. Make socially desirable responses to the school, teachers, and their own choices to influence outcomes. Second, the data in this study were collected at the same time point, while the variables of school climate at the scenario level are constantly changing, so data collection methods with multiple time points or multiple methods should be selected in the future. Third, this study only predicted the interaction between various variables, but did not propose effective concrete implementation methods and verify the effectiveness of the methods. In future studies, multi-level intervention should be included in longitudinal research to find out a better plan to improve students' classroom participation.\u003c/p\u003e \u003c/div\u003e"},{"header":"5 Conclusions","content":"\u003cp\u003e(1) Students' learning motivation can positively predict college students' participation in professional courses. Students' self-control ability can positively predict students' participation in professional courses. (2) Students' learning motivation can directly affect students' participation, but cannot positively predict students' classroom participation in professional courses by influencing self-control. Self-control has no mediating effect between students' learning motivation and classroom participation, which is inconsistent with the hypothesis. There's also a discrepancy with the result in previous studies. (3) There are differences in the level of school atmosphere among different moderating variables. When the school atmosphere is positive, learning motivation has a significant positive impact on self-control. When the school atmosphere is negative, learning motivation has a significant positive impact on this, indicating the existence of a positive moderating effect.\u003c/p\u003e \u003cp\u003eData transparency\u003c/p\u003e \u003cp\u003eThe authors of this study ensure that all data and materials, as well as software applications or custom code, support their published statements and comply with on-site standards.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data used in this study involves college students, and the research topic and purpose were informed to the participants before distributing the questionnaire. The questionnaire is not a real name system and will not cause any psychological or physical harm to the participants, and does not involve any ethical issues.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe\u0026nbsp;research subject of this study is college students who have the ability to judge right from wrong. The collection and use of data have been approved by the subjects, and if necessary, the original data compression package can be provided at any time to send to the designated email.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and/or analysed during the current study are available from thecorresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have nocompeting interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares that they have no competitive interests\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eProfessor Kang Tinghu is responsible for the overall approach and guidance on data analysis methods, while Professor Cao Luyuan is responsible for the writing of the paper and the practical operation of data analysis.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026quot;Not applicable\u0026quot;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author does not have any relevant financial or non-financial interests to disclose.\u003c/p\u003e\n\u003cp\u003eThe author does not have any competing interests related to the content of this article to declare.\u003c/p\u003e\n\u003cp\u003eAll authors certify that they have no affiliation or involvement with any organization or entity with any economic or non economic interest in the topics or materials discussed in this manuscript.\u003c/p\u003e\n\u003cp\u003eThe author does not have any economic or ownership rights in any of the materials discussed in this article.\u003c/p\u003e\n\u003cp\u003eThe author is responsible for the accuracy of the statements provided in the manuscript.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAllensworth EM, Hart H. 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Rev Educ Res. 2011;81(2):267\u0026ndash;301. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3102/0034654311405999\u003c/span\u003e\u003cspan address=\"10.3102/0034654311405999\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"classroom participation, learning motivation, self-control, school atmosphere","lastPublishedDoi":"10.21203/rs.3.rs-4493724/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4493724/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eStudents who actively participate in school activities will perform better in school. In contrast, students who do not attend classes on time, refuse to participate in school activities, and are distracted during class may not perform as well as those who actively participate in school activities, and may also exhibit various problematic behaviors such as dropping out. However, it is worrisome that many educators consider skipping classes as one of the most significant and persistent issues affecting student development.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e \u003cp\u003eThis article uses the Learning Motivation Scale and a college student participation survey questionnaire to study the relationship between college student learning motivation and professional classroom participation. Use SPSS correlation analysis and M-plus to conduct multi-layer linear model analysis on the data and draw specific conclusions.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003e(1) Students' learning motivation positively predicts students' participation in professional courses. (2) Students' self-control positively predicts students' participation in professional courses. (3) Students' perceived school atmosphere has an overall moderating effect. When students' perceived school atmosphere is positive, learning motivation can predict high level of self-control, while when students' perceived school atmosphere is negative, learning motivation has no predictive effect on self-control.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003e The data results indicate that the double-layer model is more effective in promoting research on participation mechanisms than the single-layer model, and has good practical and educational value.\u003c/p\u003e","manuscriptTitle":"The influence of learning motivation on college students' participation in professional courses:The mediating role of self-control and the moderating role of school atmosphere","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-06-12 19:34:54","doi":"10.21203/rs.3.rs-4493724/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"a243b8e4-c935-4ac5-9280-444d342334aa","owner":[],"postedDate":"June 12th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-07-09T02:55:38+00:00","versionOfRecord":[],"versionCreatedAt":"2024-06-12 19:34:54","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4493724","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4493724","identity":"rs-4493724","version":["v1"]},"buildId":"_2-kVJe1T_tPrBINL-cwx","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}