Secondary Vocational Students Research Articles

Factors influencing entrepreneurial intentions among Chilean secondary vocational students

PurposeThis paper aims to determine the effect of a set of factors (attitude toward entrepreneurship, perceived behavioral control or entrepreneurial self-efficacy, previous experience, internal locus of control and entrepreneurial alertness) on the entrepreneurial intentions of Chilean secondary vocational school students.Design/methodology/approachAn online survey was sent to all secondary-level students from four Chilean vocational schools (3,052 students). A total of 1,644 valid questionnaires were received. The data were analyzed using partial least squares structural equation modeling (PLS-SEM).FindingsThe results show that attitude toward entrepreneurship and perceived behavioral control positively and significantly impact the students’ entrepreneurial intentions, but not the previous experience.Research limitations/implicationsSince this research was carried out in a specific reality, the results may lack generalizability. Also, the proposed model requires further development through the incorporation of other factors. It is then suggested to replicate this study in other countries as well as to incorporate new variables and test new relationships.Practical implicationsEntrepreneurship education programs at the secondary level should emphasize changing/stimulating adolescents’ attitudes toward entrepreneurship as well as improving their confidence in their entrepreneurial abilities.Originality/valueThis is one of the few studies that provide empirical evidence about the determinants of entrepreneurial intentions in adolescents, particularly in Latin America, and with a large sample.

Exploring the Interplay: Academic Self-Efficacy as a Moderator in the Mediation of Future Time Perspective on Learning Engagement via Hope among Secondary Vocational Students

Exploring the Interplay: Academic Self-Efficacy as a Moderator in the Mediation of Future Time Perspective on Learning Engagement via Hope among Secondary Vocational Students

How Does the Quality of Education Affect the Employment Quality of Secondary Vocational School Graduates?

Secondary education is an important stage for individuals to acquire the skills needed in the labor market. In recent years, the trend of pursuing higher education after secondary vocational education has weakened the relationship between the two. As an important stage for the cultivation of skills among secondary vocational education students, the influence of secondary education on the employment quality of secondary vocational school graduates has not received sufficient attention. An analysis of a sample survey of graduates from 10 schools participating in the Winning the Future Phase II project in 2023 found that cognitive abilities, non-cognitive abilities, and skills all promote high-quality employment for secondary vocational school graduates to varying degrees. Further analysis indicates that students with excellent academic performance and personality traits such as openness, extroversion, and agreeableness are more likely to achieve high job satisfaction, while skill certificates and general skills help secondary vocational school graduates obtain jobs matching their qualifications. Future development in vocational education should focus on the influence of secondary education on secondary vocational school students to help graduates achieve high-quality employment.

Analysing influencing factors and correlation paths of learning burnout among secondary vocational students in the context of social media: An integrated ISM–MICMAC approach

By analysing the factors influencing secondary vocational students' learning burnout in the context of social media, this study unearthed the underlying causes of learning burnout. It also determined the correlation paths among the factors influencing learning burnout, providing references for educational and pedagogical improvement. This contributes to preventing secondary vocational students' learning burnout and enhancing learning efficiency in secondary vocational schools. Combined with previous research results and a theoretical basis, this study identifies 10 influencing factors employing the Delphi method, and uses Interpretative Structural Modelling (ISM) and Matrice d' Impacts Croisés Multiplication Appliqués à un Classement (MICMAC) to elucidate the relationship between influencing factors of learning burnout among secondary vocational students in the context of social media. This study also constructs a corresponding mechanism model and subsequently proposes prevention and improvement strategies. The results show that the overdevelopment of social media, as driving factors, has the greatest impact on secondary vocational students' learning burnout. Simultaneously, it takes the lead in addressing cognitive bias among students, decreased self-control, and low learning efficiency, factors that contribute to learning burnout. This is particularly beneficial in alleviating the degree of learning burnout among secondary vocational students in the context of social media and improves overall learning outcomes for these students. The hierarchical structure and correlation paths identified in this study offer robust invaluable guidance for developing a scientific program to address the problem of learning burnout among this demographic. This includes implementing related educational practises, thereby reducing the unpredictability of the practical applications.

The Influence of Personality Traits on Emotion Regulation of Secondary Vocational Students

The Influence of Personality Traits on Emotion Regulation of Secondary Vocational Students

The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model.

School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students' exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students' sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.

Research & practice of digital technology to boost the reform of English teaching in secondary vocational schools in key counties

There are many researches on the education reform of primary and secondary schools and universities in China, but there is almost no research on the reform of English teaching in secondary vocational education of key national minority counties in Guangxi. This paper discusses the introduction of innovative English classroom teaching models and teaching methods in developed areas, promoting the application of digital technology in secondary vocational English teaching, focusing on the reform of student-centered classroom teaching model, and improves the English learning performance and English level of secondary vocational students in key counties supported by the Nation. This article has mainly used data literature summarization, empirical research method, comparative analysis methods. It can get the result that basing on the requirements of secondary vocational talents under the background of digital age, this thesis extracts the core elements of improving the quality and level of English teaching in secondary vocational schools and carries out effective classroom teaching reform. There is practical significance for the new measures to improve the level of minority secondary vocational education and promote educational equity.

The Influence of Situational Teaching on English Learning Experience and Outcomes of Primary and Middle School Students

As a non-English-speaking country, China's exam-oriented education focuses too much on writing and reading, while ignoring English as a practical subject. Some studies find that the situational teaching mode is conducive to improving this phenomenon. The more opportunities students have to practice, the more proficient they will be in learning English. This article uses the method of literature review to summarize the research literature on situational teaching in English classes in China. Generally speaking, the application of situational teaching in the English classroom of primary and secondary schools in China is still very rich and extensive, but there are still some defects. According to the existing literature, it can be seen that elementary school is the stage of English enlightenment, and the use of situational teaching can establish long-term interest in learning English for children. Due to the high academic pressure of middle and high school students, the implementation of situational teaching can provide students with opportunities for practical application in English learning. The English foundation of secondary vocational students is weak, and situational teaching is carried out around majors, which can improve students' interest in learning. In addition, the researches find that the fun, flexibility, and practicality of situational teaching can improve students' learning experience and stimulate students' interest in learning. For the shortcomings of domestic English education, situational teaching can improve students' oral English ability, listening comprehension ability, and autonomy in learning English.

Research on the Integrated Training Path of Secondary Vocational, Vocational, and Undergraduate Talents Based on Modern Vocational Education Group

Accelerating the construction of modern vocational education groups and promoting the integrated training of secondary vocational, vocational, and undergraduate talents, providing talent support for regional economic development, are inevitable choices to enhance the adaptability of vocational education. Based on the new development and requirements in the new situation, vocational colleges actively explore the path of connecting and cultivating secondary vocational, vocational, and undergraduate talents in accordance with the talent needs of local economic development and industrial system development. The linkage between government, school, and enterprise is established to build a modern vocational education group, aiming to build a professional chain in the industrial chain and promote innovative development of the new industrial system. Relying on the development needs of professional clusters, a multi-level system of connecting and cultivating secondary vocational, vocational, and undergraduate talents is constructed, which is in line with industry and enterprise standards. It is also necessary to build a “post-course competition certification” talent training model for connecting secondary vocational, vocational, and undergraduate students, rely on the advantages of multiple schools and enterprises, establish a platform for integrating industry and education, and innovate the evaluation system for connecting secondary vocational, vocational, and undergraduate students.

Mindfulness, Smile, Choice, Practice: Thoughts Based on Improving the Mental Health of Adolescent Secondary Vocational Students

Through the results of observations, questionnaires, tests, and other aspects from students, parents, teachers, schools, and society, we deeply explored the reality in the current education process of secondary vocational students, and actively thought about how to improve the current reality. We also explored the views and concepts more suitable for current students and times, created better educational and teaching activities to enhance students’ perception and experience, so that students can truly enjoy the process, accumulate psychological resources and energy, and successfully complete the tasks of adolescent personality identity and development. Students can follow the self-education path of mindfulness, smile, choice, and practice, truly improve the level of mental health, and lay a solid foundation for becoming high-quality and highly-skilled talents.

Curriculum Design of Career Planning for Secondary Vocational Students Integrating Ideological and Political Education

The organic combination of vocational school students' career planning and students' ideological and political work is not only the development needs of vocational students at present, but also an important measure to alleviate their work difficulties. This paper analyzes the lack of ideological and political education in secondary vocational schools, and discusses the interoperability, sharing and mutual promotion of the two from the perspective of value evaluation, and gives strategies and suggestions on how to combine the two.

An Overview of Chinas Vocational Education Practices and Implementation Policies from 2018 to 2022

China has given secondary vocational education more and more priority in recent years. In Chinas education community, topics such as student types and training methods are frequently discussed. The nation has released an increasing number of secondary vocational education policies in recent years. This study examines the secondary vocational education policies passed by The State Council of China from 2018 to 2022 in an effort to better understand the development orientation of Chinas secondary vocational education. 364 policies pertaining to secondary vocational education were acquired and coded by Nvivo screening. A questionnaire was created based on the coding results, and it was broken down into six dimensions: the professional teaching degree in the classroom, Internet use, 1+x certificate penetration level, educational resources, the schools promotion of students overall development, and the integration of industry and education. At the same time, special education, which involves the education of the disabled but is rarely included in the policy, is treated as a separate component. For the questionnaire survey, 153 secondary vocational students in total were chosen and dispersed around the nation. Spss and Amos tested the questionnaire. The test passed, and more analysis of the survey results was done.It is determined that while policy implementation is generally going well, there are still issues with student development overall, certificate penetration, and the integration of business and education. This study suggests remedies based on this, such as expanding practical operation training and enhancing school-business collaboration.

Analysis of the Choice of Technical School Students After Graduation

Technical education is an integral part of China's vocational education. For a long time, technical schools, technician colleges and other technical colleges have cultivated many skilled talents for China. The current development of China's economy requires further transformation and upgrading. On the one hand, continuous advancement of science and technology is needed to drive the upgrading of the skills industry. This requires a large number of professional and technical talents. On the other hand, with the continuous increase in the number of employed people in society, the expansion of enrollment in colleges and universities, and the rise of higher vocational colleges. Competition for employment among graduates from various institutions is also becoming increasingly fierce. This has also made the employment issue of technical school students gradually become one of the hot issues that has attracted social attention. Technical schools are the main form of technical education. Its sustainable development depends mainly on the employment status of students. As the saying goes, "Employment is the greatest livelihood of the people." The employment issue of technical school students not only concerns the students and their families but also affects the Chinese technological and economic development and social stability. It has both theoretical and practical significance to research issues related to students' employment in technical schools, timely discover the deficiencies in student employment and propose practical and effective solutions. The employment situation of students in any education system is a significant issue related to education and society. There are few studies on career choice in the secondary vocational education system. Therefore, this article first sorts out and analyzes the research background and significance of the selected topic and relevant domestic and foreign research. A questionnaire was designed based on career development theory. The current situation of graduates' employment choices was investigated through questionnaire collection. Use correlation analysis to analyze existing problems and the reasons behind them. Analyze the factors that influence the employment choices of secondary vocational graduates. Focus on analyzing the current situation of employability of secondary vocational students. And explore ways and methods to improve the employment choices and employability of secondary vocational graduates.

The relationship between depressive mood and non-suicidal self-injury among secondary vocational school students: the moderating role of borderline personality disorder tendencies.

Non-suicidal self-injury (NSSI) has become an important public health issue of global concern, often occurring in adolescents, and depressive mood is closely related to NSSI. In addition, NSSI is considered a symptom of borderline personality disorder. It has been found that adolescents in secondary vocational schools are more vulnerable to behavior and emotional disorders than those in general high schools. This study investigated the risk factors associated with NSSI affecting secondary vocational school students and analyzed the role of borderline personality disorder tendencies in promoting the occurrence of NSSI among students with depressive moods. A total of 1,848 Chinese secondary vocational students completed a self-report questionnaire. The homemade NSSI behavior questionnaire, Patient Health Questionnaire-9 and Personality Diagnostic Questionnaire-4 were used in this survey. Binary logistic regression and PROCESS software analysis were used to explore the influencing factors associated with NSSI and to test for moderating effects. Female (OR = 3.412, 95% CI 2.301-5.060), drinking history (OR = 2.007, 95% CI 1.383-2.911), history of suicidal death exposure (OR = 3.161, 95% CI 1.999-4.999), depressive mood (OR = 2.436, 95% CI 1.668-3.558) and borderline personality disorder tendencies (OR = 2.558, 95% CI = 1.764-3.711) were independent risk factors for NSSI. Borderline personality disorder tendencies (B = 0.047, p = 0.000) moderated the relationship between depressive mood and NSSI. The stronger the borderline personality tendencies, the more NSSI behavior occurred when they were depressive. Borderline personality disorder tendencies in secondary vocational school adolescents significantly enhance the association of depressive mood with NSSI. There is a moderating role for borderline personality disorder tendencies in depressive mood and NSSI.

The importance of relevance: Factors influencing upper secondary vocational students’ engagement in L2 English language teaching

ABSTRACT While student engagement is important for meaningful learning experiences in school, vocational students are known to perceive general subjects, such as languages, as irrelevant and unengaging. For this reason, general subjects are often taught in a manner adapted to the students’ vocational education. In Norway, such teaching is known as the vocational orientation approach (VO). This qualitative study investigated how VO relates to student engagement in L2 English lessons. Using data from 13 group interviews with Norwegian vocational students, the study showed how perceived relevance is a main contributing factor. Furthermore, the study also identified social and active work methods, as well as caring teachers, as key contributors towards engagement. The findings support the contention that a VO approach promotes engagement in vocational L2 classrooms, especially when it builds on student perceptions of relevance.

The Research on the Application of Dynamic Written Corrective Feedback in Secondary Vocational Students’ English Writing

The Research on the Application of Dynamic Written Corrective Feedback in Secondary Vocational Students’ English Writing

The Research on the Application of Dynamic Written Corrective Feedback in Secondary Vocational Students’ English Writing

The Research on the Application of Dynamic Written Corrective Feedback in Secondary Vocational Students’ English Writing

School Climate and Well-being of Secondary Vocational Students in China: A Moderated Mediation Model

To explore the impact mechanism of school climate on the well-being of secondary vocational students in China, we surveyed 1,427 secondary vocational students using the School Climate Scale, the PERMA-Profiler, the Chinese Positive Psychological Quality Scale for Primary and Secondary School Students, and the Parenting Styles Scale. The results showed that school climate, students' positive psychological quality, and well-being were all significantly and positively correlated with each other. Students' positive psychological quality partially mediated the relationship between school climate and their well-being. A positive parenting style moderated the relationship between positive psychological quality and well-being. The findings enhance understanding of the mechanisms underlying the relationship between school climate and well-being among secondary vocational students.

An Empirical Study on the Current Situation of Intercultural Communication Competence in English Reading Teaching in Secondary Vocational Schools

With the economic globalization, intercultural communication is becoming more and more frequent. To communicate with people of different cultural backgrounds effectively and appropriately, people need intercultural communication competence. The National Medium and Long-Term Plan for Education Reform and Development (2010-2020) points out that it is necessary “to train a large number of international talents”; English Curriculum Standards for Secondary Vocational Schools (2018) makes it clear that “one of the tasks of English course for secondary vocational school is to equip students with intercultural communication competence in daily life and professional situations”. Most studies on intercultural communication competence are aimed at college students and senior high school students, and there are few studies on secondary vocational school students. In addition, there are few empirical studies on intercultural communication competence training in English reading teaching in secondary vocational schools in China. So, it is necessary to take this as a starting point to conduct empirical study on intercultural communication competence training in secondary vocational schools. This study adopts a combination of quantitative and qualitative data analysis methods to investigate the current situation of intercultural communication competence among secondary vocational students. Questionnaires and student interviews are adopted to collect and analyze data.

Effects of BPD tendencies and subjective well-being on NSSI in adolescents with PTSD.

Severe posttraumatic stress disorder (PTSD) may lead to non-suicidal self-injury (NSSI), and borderline personality disorder (BPD) tendencies may play a role in this process. Secondary vocational students experience more social, familial and other pressures and are more vulnerable to psychological problems. Thus, we explored the effect of BPD tendencies and subjective well-being (SWB) on NSSI in secondary vocational students with PTSD. A total of 2,160 Chinese secondary vocational students in Wuhan participated in our cross-sectional investigation. The Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), criteria for PTSD, NSSI Questionnaire, Personality Diagnostic Questionnaire-4+, subjective well-being scale, and family adaptation, partnership, growth, affection, and resolve (APGAR) Index were used. We conducted a binary logistic regression model and linear regression analysis. Sex (odds ratio [OR] = 0.354, 95% confidence interval [CI] = 0.171-0.733), BPD tendencies (OR = 1.192, 95% CI = 1.066-1.333) and SWB (OR = 0.652, 95% CI = 0.516-0.824) were independent factors that predicted NSSI in secondary vocational students with PTSD. Spearman's correlation analysis showed that BPD tendencies were positively correlated with NSSI frequency (r = 0.282, P < 0.01). SWB was negatively correlated with NSSI frequency (r = -0.301, P < 0.01). The linear regression showed that BPD tendencies (β = 0.137, P < 0.05 and β = -0.230, P < 0.001) were significantly correlated with NSSI frequency. Spearman's correlation analysis showed that family functioning was positively correlated with SWB (r = 0.486, P < 0.01) and negatively correlated with BPD tendencies (r = -0.296, P < 0.01). In adolescents, PTSD in response to stressful events could lead to NSSI, and BPD tendencies promote the intensity of NSSI, while SWB diminishes its intensity. Improvement in family functioning may actively guide the development of mental health and improve SWB; such steps may constitute interventions to prevent or treat NSSI.