A Study on the Influence of College Students’ Learning Motivation on Self-Directed Learning Behavior in the Digital Age

Abstract

Technological innovations in the digital age have reshaped the learning environment for college students, and self-directed learning has become a key pathway for higher education institutions to cultivate students’ core competencies.This study employs literature review and logical analysis methods to systematically review relevant theories and existing empirical research findings from both domestic and international sources, exploring the mechanisms through which college students’ learning motivation influences self-directed learning behavior in a digital environment. The findings reveal that the digital environment amplifies the impact of learning motivation on self-directed learning behavior; intrinsic learning motivation exerts a stable and enduring positive influence on self-directed learning behavior, whereas the driving effect of extrinsic learning motivation is susceptible to interference from the external environment. In light of the practical challenges revealed by existing research, this paper proposes countermeasures in areas such as optimizing the digital learning environment, harmonizing the structure of learning motivation, and bridging the gap between motivation and behavior. These recommendations provide a theoretical framework for universities to guide college students’ learning motivation and enhance the level of digital self-directed learning.