Abstract

Enhancement of undergraduate learning quality has become a pressing concern in higher education. Thus, analyses the development of motivation and subsequent student learning behavior is needed. Based on the self-determination theory and the theory of dynamic knowledge creation, this study investigates the relationships among subject interest, subject specific self-concept, subject enthusiasm, self-regulated learning behavior, and knowledge sharing, while examining the mediating effect of subject-specific self-concept. Through questionnaire surveys, statistical analyses were conducted on 438 valid responses using SmartPLS. The results indicate that: (1) Subject interest directly and positively influences subject-specific self-concept and subject enthusiasm. (2) Subject-specific self-concept directly and positively influences subject enthusiasm. (3) Subject enthusiasm directly and positively influences self-regulated learning behavior. (4) Self-regulated learning behaviour directly and positively influences knowledge sharing. (5) Subject-specific self-concept mediates the relationship between subject interest and subject enthusiasm. The results help understand the influence mechanism of individual motivation on the learning behaviors of university students.

Keywords: Subject interest, Subject-specific self-concept, Subject enthusiasm, Self-regulated learning behavior, Knowledge sharing