Proceedings of the 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016)

Research on the Studying Behavior of Accounting Dual-degree Undergraduates Based on Motivation Theory-Samples from Shenyang Agricultural University

Authors
Xue Ai
Corresponding Author
Xue Ai
Available Online December 2016.
DOI
https://doi.org/10.2991/seiem-16.2016.89How to use a DOI?
Keywords
accounting dual-degree, internal motivation, external motivation, studying behavior
Abstract
This research tried to investigate what motivation makes the students choose to account dual-degree education .The author finds that both internal and external motivation may affect the decision. While in the studying process, the students didn't make better use of their time and failed to keep the internal motivation. They haven't got into the "active learning" patterns on accounting courses. The article suggests that giving more guidance to students before them applying for accounting dual-degree studying, increasing face-to-face discussions and case studies courses and improving teaching management to promote external incentive. These methods can promote students' intrinsic motivation so as to teaching effect.
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Proceedings
2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
December 2016
ISBN
978-94-6252-273-2
ISSN
2352-5398
DOI
https://doi.org/10.2991/seiem-16.2016.89How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Xue Ai
PY  - 2016/12
DA  - 2016/12
TI  - Research on the Studying Behavior of Accounting Dual-degree Undergraduates Based on Motivation Theory-Samples from Shenyang Agricultural University
BT  - 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016)
PB  - Atlantis Press
SN  - 2352-5398
UR  - https://doi.org/10.2991/seiem-16.2016.89
DO  - https://doi.org/10.2991/seiem-16.2016.89
ID  - Ai2016/12
ER  -