ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1579281
The Parallel Mediating Role of Time and Financial Resources in Achievement Motivation and Non-Credential Learning
Provisionally accepted
- 1Academic Affairs Office of Sichuan Normal University, chengdu, China
- 2Institute of Brain and Psychological Science, Sichuan Normal University, Chengdu, China
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The surge in non-degree credentials, such as micro-credentials and MOOC, in China is being driven by evolving labor market needs and the growing demand for specialized skills. Participation in such programs is influenced by various internal factors, particularly achievement motivation, as well as external factors like time management and financial resources. Yet, the impact of these factors on willingness to participate remains unexplored. This study examines the relationship between achievement motivation and engagement in non-degree credential education, focusing on the mediating roles of self-directed learning time and financial capability. Data from 3,397 Chinese college students aged 18-22 were analyzed using a parallel mediation model. Structural equation modeling was employed to analysis the data.The findings reveal that both learning time and financial resources significantly mediate this relationship, each with distinct levels of influence. Students with higher achievement motivation tend to invest more time and money in non-degree credential learning, thereby enhancing their likelihood of participation. These results highlight the critical roles of time management and financial capacity in shaping students' involvement in non-degree credentials, offering valuable insights for educational policymakers and institutions seeking to enhance accessibility and support for non-degree credential programs in higher education.
Keywords: non-degree credentials courses, achievement motivation, self-directed learning time, Financial resources, college students
Received: 19 Feb 2025; Accepted: 14 Jul 2025.
Copyright: © 2025 Cao, Tian, Hu and Kou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Juan Kou, Institute of Brain and Psychological Science, Sichuan Normal University, Chengdu, China
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