The Influence of Extrinsic Learning Motivation on Vocational Students’ Learning Motivation: A Study of Regulation Types

Focusing on extrinsic motivation in vocational education, this study examined the differential effects of three organismic integration theory constructs—external, introjected, and identified regulation-on learning motivation. Utilizing a cross-sectional survey design, the study collected data from a sample of 509 vocational students majoring in nursing and computer science. The data were gathered from vocational schools located in five different regions of Sichuan Province in China, using stratified random sampling to account for urban-rural disparities. A structured questionnaire, adapted from validated scales (e.g., academic motivation scale), measured students’ extrinsic regulation types (independent variable) and their learning motivation levels (dependent variable). The results indicated that, while all three regulation types positively correlated with students’ learning motivation, identified regulation (e.g., goal internalization) exerted the strongest influence on students’ achievement, whereas external regulation (e.g., rewards or punishments) showed the weakest effect. Notably, vocational training’s career-aligned structure amplified internalization, contrasting with general education models which prioritize external rewards. These insights advocate pedagogical strategies that integrate industry-relevant goal personalization to nurture value-congruent motivation.