Exploring the Impact of Individual Differences on the Knowledge Construction Process of Chinese College Students

The current research explored how individual differences in learning motivation and cognitive strategies affect the process of knowledge construction of Chinese college students. Previous studies explored these factors separately and failed to scrutinize their interaction effects and the effect of technology. This study further focused on how such differences collectively influence learning behaviours and outcomes and provide implications for designing personalized educational strategy development. A qualitative approach was utilized through semi-structured interviews with 20 students across diverse academic disciplines. Data were analysed using thematic analysis in search of patterns related to learning challenges, motivational drivers, and cognitive strategies. Results showed that both intrinsic and extrinsic motivations seem to be vital in driving engagement in learning, and cognitive flexibility together with reflective practices supported deeper knowledge construction. Besides, students often resorted to technological tools, such as online platforms and AI-driven applications, in overcoming challenges and enhanced strategies. This research throws new light on the interaction of motivation, cognitive strategies, and technology for bridging gaps that are critical in research findings in this area and has underlined the integral involvement of these factors in bringing about an improvement in education quality.