Vocational Students Research Articles

Approaches for sustainable professional skill development for vocational education students in Thailand.

This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology. The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation. The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement. These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development.

Exploration of vocational high school students experiencing difficulty in cloze test performances: a mixed-methods study in Taiwan

This study addressed a gap in existing research on Multiple-Choice (MC) cloze tests by focusing on the learners’ perspective, specifically examining the difficulties faced by vocational high school students (VHSs). A nationwide sample of 293 VHSs participated, providing both quantitative and qualitative data through a self-developed questionnaire. The results revealed that vocabulary and grammar posed the greatest challenges in the MC cloze test, while sentence patterns were perceived as the least difficult by VHSs. Factors contributing to these difficulties included the need for increased focus on vocabulary and grammar learning. Some participants attributed challenges to personal perceptions of intellectual capability, while others highlighted the influential role of teachers’ attitudes on their learning motivations and outcomes. The study suggested implications for test designs and teaching approaches. Despite these contributions, the study acknowledged limitations and offered suggestions for future research directions.

Factors influencing entrepreneurial intentions among Chilean secondary vocational students

PropósitoEl propósito de este estudio es determinar el efecto de un conjunto de factores (actitud hacia el emprendimiento, control conductual percibido o autoeficacia emprendedora, experiencia previa, locus de control interno y alerta emprendedora) sobre las intenciones emprendedoras de estudiantes secundarios técnico-profesionales chilenos.Diseño/metodología/aproximaciónUna encuesta online fue enviada a todos los estudiantes de nivel secundario de cuatro escuelas técnico-profesionales chilenas (3,052 estudiantes). Se recibieron un total de 1,644 cuestionarios válidos. Los datos obtenidos fueron analizados a través de una técnica de modelización de ecuaciones estructurales (PLS-SEM).ResultadosLos resultados muestran que la actitud y el control conductual percibido impactan positiva y significativamente sobre las intenciones emprendedoras de los estudiantes, no así la experiencia previa.Limitaciones/implicancias de la investigaciónDado que esta investigación se llevó a cabo en una realidad específica, se debe ser cauteloso a la hora de generalizar sus resultados. Asimismo, el modelo propuesto requiere un mayor desarrollo a través de la incorporación de otras variables. Se sugiere entonces replicar este estudio en otros países, así como incorporar nuevas variables y someter a prueba nuevas relaciones.Implicancias prácticasLos programas de educación emprendedora en el nivel secundario debiesen poner énfasis en cambiar/estimular las actitudes hacia el emprendimiento de los adolescentes, así como en mejorar su confianza en sus propias habilidades emprendedoras.Originalidad/valorEste es uno de los pocos estudios que aporta evidencia empírica acerca de los determinantes de las intenciones de emprender en adolescentes, particularmente en América Latina y con una muestra amplia.

With the rapid development and popularization of Internet technology, Internet addiction has become an important issue affecting the healthy growth of higher vocational college students. As a new means of psychological intervention, positive psychology provides a new perspective and method. This paper discusses the application and potential value of positive psychology in the intervention of Internet addiction among higher vocational

With the rapid development and popularization of Internet technology, Internet addiction has become an important issue affecting the healthy growth of higher vocational college students. As a new means of psychological intervention, positive psychology provides a new perspective and method. This paper discusses the application and potential value of positive psychology in the intervention of Internet addiction among higher vocational college students. By analyzing the phenomenon of Internet addiction, this paper proposes a series of intervention strategies based on positive psychology, including cultivating psychological resilience and coping strategies, daily exercises to cultivate positive emotions, advantage-oriented personal development plans, and establishing positive relationship networks. These strategies aim to reduce Internet dependence and promote students’ mental health and personal growth by improving students’ self-efficacy, social belonging and life satisfaction.

Action Research on the Cultivation of Critical Thinking Ability in Cross-cultural English Teaching in Chinese Higher Vocational

In recent years, the English teaching reform in higher vocational colleges in China has gradually integrated heuristic teaching methods. However, a notable issue has emerged: students’ deficiency in critical thinking skills. This study aims to enhance the critical thinking skills of higher vocational students in China through action research. The research includes four cycles of teaching practice to improve students’ critical thinking ability in terms of analysis, evaluation, reasoning, and self-adjustment. Through the task design, the researcher promotes students’ in-depth thinking and critical analysis in cross-cultural English classes. It was found that vocational students made noticeable progress in the 16-week training process, as reflected by the changes in interpretation and analysis abilities and attitudes towards culture. These results provide valuable experience and enlightenment for English teaching in higher vocational colleges and emphasise the importance of cultivating students’ critical thinking ability to promote their development in academic and professional fields.

Dance-specific eligibility of vocational ballet students - examinations at a governmental training institution for classical ballet

During their training, pre-professional ballet students are confronted with physical stresses comparable to those of competitive sports. In competitive sports, there are mandatory and binding aptitude tests to ensure that the growing athlete meets the requirements. In ballet, there are no such mandatory examinations preceding the start of training. For adult professional dancers, musculoskeletal ideals could be isolated from the dance medicine literature. However, only a few studies describe musculoskeletal characteristics of pre-professional ballet students. It is neither known at what age a student should meet the ideal measurements for an adult nor what deviations from the ideal can be considered normal. This study aims to describe sociodemographic and musculoskeletal characteristics of pre-professional ballet students and discusses to what extent they already meet or deviate from dance-specific eligibility criteria for adult professional ballet dancers. In this study, n = 414 female and n = 192 male students of John Cranko School (JCS) were seen by an experienced orthopaedist and dance physician. Mean age was 13.9 years (SD 3.5, range 5-22 years). Their medical history was taken (age; nationality; start of ballet/training) and a physical examination was performed (height/weight; symmetry of shoulder girdle, spine, waist triangles; pelvic tilt; tibial torsion; range of motion of base of index finger joint, spine, hips, ankle and base of great toe joint). Subsequently, the results of this study were compared with suitability criteria for adult professional ballet dancers that had been isolated from the dance medicine literature for a previous article. Examinees were from 49 different nations. 34.6% of the female subjects (≥16 years) were between 165 and 170 cm and 33.3% of the male subjects (≥18 years) were between 178 and 185 cm tall. 45.0% of those examined showed low body weight (<10th percentile, BMI <18.5 kg/m²). The trunk of 61.0-84.8% of those examined was erect and symmetrical. 25.2% had scoliosis. Half (53.5%) were found to have a bilateral external rotation of the hips of at least 60°, and 68.7% had a bilateral internal rotation between 20 and 50°. 87.3% exhibited a bilateral tibial torsion between 15 and 40°. A bilateral en dehors of 90° was calculated for 25.0%. In 9.1% of those examined, the upper ankle joints presented a dorsiflexion of at least 25°, and in 70.2%, a plantarflexion of at least 70° was seen. In 88.0%, the metatarsophalangeal joint of the great toe was 90° (f) and 80° (m) on both sides. The results of this study showed that pre-professional ballet students fulfil many characteristics of adult professional ballet dancers. High values already among young age groups suggest a ballet-specific selection. Nevertheless, not all students fulfil the theoretical "ideal measurements" for professional classical ballet. These anatomical limits should be considered individually in training to protect the growing pre-professional ballet dancer. The high ballet-specific anatomical demands, but especially the large number of students with a low body weight, underline the necessity of mandatory aptitude tests at the beginning and regular check-ups in the course of training to avert compensatory mechanisms and their consequential damage and to screen for eating disorders and disorders of eating behaviour.

The implementation of project-based learning through animated videos in reading for specialized information

This research investigated the implementation of project-based learning through animated videos in reading for specialized information and the perception of students on it. This research differed from others because students visualized the information from the reading text into animated videos. The implementation of project-based learning through animated video was measured by observation. Students’ perceptions about it were measured from the questionnaire. Thirty-two vocational students took part in this research. Based on the results of observations, three steps of project-based learning supported students’ success in achieving the learning outcomes. The result showed that students’ positive responses about the process of creating animated videos were: they worked with group (65,6%); they tried to design their animated videos (62,5%); they accessed and used features properly (59,4%); and they enjoyed to learn reading for specialized information (71,9%). Students’ positive responses about the benefits of creating animation videos were: they established good communication (62,5%); they got a better understanding (71,9%); they felt easier to visualize the lesson material (62,5%); they were more motivated to read (53,1%), and they felt more enthusiastic to learn new vocabularies (65,6%). On the other hand, students’ negative responses showed that they spent a lot of time in making animated videos (9,4%). Lecturers recommended using easy and basic applications in creating animated videos, such as Canva. The implication of the research was students developed their creativity to visualize a reading text in the form of animated videos, and they understood the reading text.

Difficulties Faced by Dance Graduates in Higher Vocational Colleges: An Analysis

With the rapid development of our country has brought opportunities and challenges to dance art education. This study aims to strengthen the education of dance majors, guide them to plan their career development reasonably, and explore new methods to adapt to the needs of the times and students. In recent years, the employment situation of dance graduates has been grim, and enterprises have reflected difficulties in recruitment, the reasons for which involve students, recruiters and college graduates management. Highly efficient expansion of colleges and universities, the number of graduates increased, exacerbating the employment pressure; the art exam boom led to a surge in the student population of dance performance majors, further increasing the difficulty of employment. The employment of dance majors is restricted, competition is fierce, and the prospects of graduates are worrying. Higher vocational dance students are not optimistic about employment prospects and tend to be directly employed, especially in the teaching profession. Employment problems are rooted in the mismatch between students' quality and career needs, the lack of coordination between professional development and market demand, and the inconsistency between social expectations and entrepreneurial atmosphere. The solution lies in improving personal quality, firm beliefs and cultivating innovative thinking. Schools need to deepen reforms, improve students' comprehensive quality and employability, improve teaching methods, and stimulate creativity and curiosity. Employers should change their mindset and the government should provide support.

The Association Between Social Appearance Anxiety and Eating Attitudes Among Vocational High School Students

The Association Between Social Appearance Anxiety and Eating Attitudes Among Vocational High School Students

Analysis Of Vocational Students' Mathematics Learning Motivation In The 3T Region of West Halmahera

Analysis Of Vocational Students' Mathematics Learning Motivation In The 3T Region of West Halmahera

HUBUNGAN ANTARA KEPERCAYAAN DIRI DENGAN KOMUNIKASI INTERPERSONAL SISWA KELAS XI SMK

Self-confidence influences the way a person interacts and communicates with other people. Confident people tend to build stronger relationships because they can express themselves without worrying about being rejected or criticized. Conversely, a lack of self-confidence can prevent a person from building healthy and mutually beneficial relationships. This research aims to determine the relationship between self-confidence and interpersonal communication in class XI students. This research is quantitative research with 67 class XI vocational school students as research subjects. The sampling technique used was total sampling. Data collection in this study used a scale of self-confidence and interpersonal communication. The research data was analyzed using Kendall's Tau-b correlation with the help of an application IBM SPSS Statistic 23.0. The results of data analysis show that there is a relationship between self-confidence and interpersonal communication as evidenced by the obtained r value = 420 and p value = 0.000.

Development of Lighting System Simulator Student Worksheet to Improve CPS Skills of Vocational Students

This research aims to develop and test the feasibility of the student worksheet lighting system to improve collaborative problem solving (CPS) skills of vocational students. This research method used research and development with the 4D model consists of stages, namely Define, Design, Develop, and Disseminate. The developmental research was conducted at class XI Vocational High School Muhammadiyah 1 Bambanglipuro, with teachers and students as the research subjects. Techniques in collecting data in this study used interviews, questionnaires, and documentation. This research instrument used consists of interview sheets, validation sheets for material experts and media experts, and student response questionnaires. Data analysis techniques use quantitative descriptive. The results of this research and development obtained student worksheet lighting system products that can improve CPS skills. The final results of the feasibility of the student worksheet information system show the following numbers: 90% by material experts, 83% by media experts so that they are included in the "Very Feasible" category. The results of student responses in trials and usage trials get a figure of 86% in product trials and 87% in usage trials, so it is included in the "Very Feasible" category. Based on these results, the student worksheet lighting system developed can be said to be suitable for use as teaching materials in schools.

A Study on the Relationship between Social Support and Subjective Well being of Vocational College Students

The objective of this research is to examine the correlation between social support and subjective well-being among vocational college students using empirical surveys. The intention is to provide a foundation for increasing their mental health and improving their subjective well-being. A total of 375 students from vocational colleges were chosen as participants, and their levels of social support and subjective well-being were assessed by the administration of a questionnaire. The findings indicated a substantial positive correlation between subjective well-being and objective support, subjective support, usage of support, and the overall social support score. (2) Female vocational college students exhibit a notably greater degree of assistance use compared to their male counterparts. There exists a notable disparity in survival rates between students pursuing liberal arts and those studying science in terms of subjective well-being, with science students exhibiting much greater levels of subjective well-being compared to liberal arts students. There are notable variations seen across different grades in terms of objective support, subjective support, usage of support, overall social support score, and subjective well-being. Following the LSD post-test analysis, it was determined that freshman students exhibited significantly lower levels of objective support, subjective support, total social support score, and subjective well-being score compared to students in other grades. On the other hand, sophomore students scored significantly higher than students in other grades in terms of utilization of support. (3) A multiple regression analysis revealed that objective support, subjective support, and usage of support positively predict subjective well-being. This research examines the correlation between social support and subjective well-being and offers empirical evidence and theoretical direction to enhance the subjective well-being of vocational college students via more focused coaching.

Assessing Stress Levels and Coping Mechanisms among Vocational and Technical College Students：A Case of XXX College, China

Stress is a prevalent issue among college students, exacerbated by academic demands, workload, time pressure, and future career concerns. Vocational and technical college students face additional stressors related to specialized programs, including technical skills training and industry expectations. This study focuses on stress levels and coping mechanisms among students at the XXX College in Guangdong, China, using a qualitative approach. In-depth interviews were conducted with 35 participants, revealing academic pressure, financial concerns, and personal/social challenges as significant stressors. Coping mechanisms included seeking social support, engaging in recreational activities, practicing mindfulness, and seeking professional help. The findings underscore the importance of targeted interventions and support systems to enhance student well-being and academic success in vocational and technical education.

Attitude of Vocational Higher Secondary School Students towards Agriculture

The present study was conducted to find out the attitude of students in Vocational higher secondary schools towards agriculture with a view to compare the students specializing in agriculture with that of students in non-agriculture stream undergoing vocational courses. Data was collected from 500 vocational higher secondary school students of Kerala. The variables were measured using attitude scale towards agriculture. The study indicates that attitude of agriculture specializing students towards agriculture is more than that of other subject students. Attitude towards agriculture between rural urban students of agriculture specialization are alike. Attitude towards agriculture between girls and boys of agriculture specialization are alike.

Analysis on clout of &lt;em&gt;Tri Hita Karana&lt;/em&gt;, technological competence, and entrepreneurship drive toward technopreneurship readiness on vocational high school students

This research intends to illustrate the analysis on the clout of Tri Hita Karana, technological competence, and entrepreneurship drive toward technopreneurship readiness among students in vocational high school. It has been widely known that a lot of vocational high school graduates had difficulty in finding employment. The disparity between the number of high school graduates with vocational training and the job opportunities that are accessible is the main cause of this issue. In fact, because they may develop new job opportunities based on technology, graduates of vocational high schools have a great opportunity to become independent workers. Therefore, in order to enable vocational high school students to become independent entrepreneurs, technopreneurship readiness should be developed. Tri Hita Karana should advocate for technopreneurship readiness as the embodiment of upholding positive relationships with God, other people, and the environment; having the technological know-how to compete and act responsibly; fostering creativity and innovation; and encouraging students' entrepreneurial drive. In this study, correlational design was used. This study used a sample of 167 vocational high school students from Buleleng Regency's Multimedia Expertise Program. Multiple regression analysis was used in the data analysis. According to research findings, Tri Hita Karana had a 22% influence on technopreneurship readiness, technological competence had an 18.8% influence, and entrepreneurship drive had a 23.7% influence. The connected stakeholders may use these findings as a foundation for organizing and deciding how best to improve the technopreneurship readiness of high school students pursuing vocational programs.

Challenge-obstacle stressors and cyberloafing among higher vocational education students: the moderating role of smartphone addiction and Maladaptive.

The start of higher vocational education and training is a new stage for students with a challenge between theoretical classes and the new expectations and demands of companies during the internship period. To understand some of the implications of stress on cyberloafing, we can distinguish between stress perceived as an obstacle that can be overcome - challenge stress - or as a threat that can block work performance - obstacle stress - and stress perceived as an obstacle that can be overcome - challenge stress - or as a threat that can block work performance - obstacle stress-. The aim of this research is to find out the relationships between challenge-obstacle stress in Cyberloafing, as well as the moderating effect of Smartphone Addiction and Maladaptive. In this study, the Challenge-Hindrance Stressors, Smartphone addiction scale-short version (SAS-SV) instrument, the Maladaptive subscale of the Cognitive Emotional Regulation Questionnaire (CERQ) and Cyberloafing were applied to 403 upper-level vocational training students from different secondary schools in all provinces of the autonomous community of Andalusia, Spain, distributed throughout the provinces that make up this autonomous community. The findings show that students' challenge stressors do not increase Cyberloafing, enabling them to cope with the academic demands and work challenges during the theory and internship period. On the contrary, obstacle stressors generate stressful situations that undermine the acquisition of objectives and development of academic competences. In our research we observe that challenge-obstacle stressors have a disparate influence on cyberloafing. Challenge stressors are negatively related to Maladaptive. The same is not true for obstacle stressors.

Determinants of Entrepreneurial Education on Entrepreneurial Intention with Entrepreneurial Mindset as a Moderating Variable on Vocational Students

Determinants of Entrepreneurial Education on Entrepreneurial Intention with Entrepreneurial Mindset as a Moderating Variable on Vocational Students

Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students

Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students

Vocational High School Students’ Perception of Assessments in Online Learning: For, As, and Of Learning

&lt;p style="text-align:justify"&gt;Implementing online learning has led to several issues, especially those related on assessments to measure students’ learning achievement. This study aimed to obtain accurate information on learning assessments for vocational high school (VHS) students during online learning, including assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). It also investigated students’ perceptions of the assessments based on their grades. This quantitative research employed the survey method, collecting data through questionnaires. The population of this research is VHS students in Indonesia, totaling 86,885 students. The participants of this study were 487 VHS students. The data were analyzed using descriptive and ANOVA techniques. The results show that most VHS students positively perceive the assessment of learning achievements in online learning for AfL, AaL, and AoL aspects. Moreover, there is a significant difference in students' perceptions of the assessment in online learning based on grades. The perception of class XII students is the highest (average value = 3.90) of all classes, while the other classes have an average value of 3.38 for class XI, and the average value of class X is 3.81.&lt;/p&gt;