学习动力系统指学习的规划、发动、维持和调节机制，包含学习态度、兴趣、动机、反思等要素。基于全国教师教育机构调查数据，发现看重教师职业内在价值的师范生比看重其外在价值者学习动力更积极；看重教师职业专业性者动力系统更积极；外生动机对成绩优秀者的学习有促进作用，但对成绩中等及以下学生则无促进作用；发达地区高校的师范生学习动力系统更积极；动力系统积极者，培养满意度较高。建议：在招收师范生时重视对其动力系统状况的甄别；着力培养师范生的职业认同和内生动机；为全体师范生改善宏观环境。
Learning dynamical system is the mechanism of learning planning, initiating, maintaining, and regulating. Learning attitudes, interests, motivation and reflection are its’ elements. Based on the National Teacher Education Institution Survey, it is found that the candidates who value the intrinsic worth of teacher vocation study more positively than those who value extrinsic worth; those who value the professionalism of teacher vocation have more active dynamical system; exogenesis motivation can facilitate the top students’ learning, while no acceleration to other students; those who study in universities in developed districts have more positive dynamical system; more positive the dynamical system, more satisfied to cultivation. Suggestions: attaching importance to the discrimination of students in recruit; putting forth effort on candidates’ professional identity and endogenous motivation; ameliorating macro-environment for all teacher candidates.
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