Vocational College Students' Academic Self-Efficacy, Learning Motivation And Its Relationgship With Academic Performance

Higher vocational education is one important part of Chinese higher education. With the development of Chinese economy, higher vocational education soars. In the development of higher vocational education, vocational college students attract more and more attention from the society. The focus of present research and practice on vocational college students is the lack of learning motivation and career plan. Base on the previous researches, this study delves into the relation between academic self-efficacy and learning motivation of vocational college students with the academic self-efficacy questionnaire and learning motivation questionnaire as assessment instrument. The result shows that:(1) The academic self-efficacy of vocational college students differs significantly in grade and major, but not in gender; the sophomore's self-efficacy is significantly higher than freshmen; the average score of liberal arts students'self-efficacy is significantly higher than science students'.(2) The learning motivation of vocational college students has also no significant difference in gender but has an opposite result in grade and major. Sophomore has significantly higher learning motivation than freshmen. On major variable, liberal arts students got higher scores than science' on learning motivation.(3) Academic able self-efficacy, academic behavioral self-efficacy and internal motivation ,external motivation positively relate with each other.(4) The academic self-efficacy of vocational college students relates with academic performance. non-significantly. Analysis indicates that grade is the mediator between academic self-efficacy and academic performance. The academic self-efficacy relates with academic performance significantly among freshmen and nonsignificantly among sophomore.(5) The learning motivation relates non-significantly with academic performance. The sex, grade and academic learning motivation also relate non-significantly with academic performance.