A Correlational Study On The Learning Responsibility And Professional Commitments Of The Higher Vocational Education Students In Chongqing And Guangxi

Higher vocational education is an important part of the vocational education system in China, taking on the mission of cultivating professionals of technical application working in the front line of production,management and services, to meet needs of the society.As China's economic reforms carrying forward and the rapid development of the national economy, the situation of shortage of the technical and applied talent in manufacturing, services and other industries is more and more serious.Therefore, in recent years, the development of higher vocational education in China is so rapid, and training a large number of highly qualified workers and skilled workers to meet the needs of social development.As the Candidates of "the high-quality and skilled expert",the growth and development of the students of higher vocational education,was very concerned by all the sectors of society. Whether the students of higher vocational education are interested in the field that they studying, willing to continuously improve their professional competence and expertise, and adapting to the social expectation, are competent for professional learning, is very concerned by educator.For these reasons, this paper not only survey the current situation of the professional commitment and the study responsibility of the higher vocational education students in Chongqing and Guangxi,but also study the relationship between the professional commitment and the study responsibility of the higher vocational education students.After that,we found the problem in it, on this basis, submit detailed opinions to the solution to this problem.The results indicated:(1)Self-questionnaires The Learning Responsibility Questionnaire for The Higher Vocational Education Students have high reliability and validity, which can be used as tools of this study.(2) The learning responsibility of the higher vocational education students in Chongqing and Guangxi, included of the learning cognize, the learning requirements, the learning plans, the learning behavior, the learning will,the senses of the frustration of learning, the senses of the self-reproach of learning. Among them,the highest of average score was the senses of the frustration of learning, the average score of the learning cognize and the senses of the frustration of learning were higher than the average score of all, the average scores of the learning requirements, the learning plans and the learning behavior were relatively low.(3) This paper also found the average scores of the learning responsibility of the higher vocational education students in Chongqing and Guangxi was only 3.46, which was relatively low, and the average scores of girls was higher than that of boys. The average scores of the freshmen's learning responsibility were higher than that of other grades of students,and that of the junior students were higher than the sophomores. The scores of learning responsibility of the students who came from the family monthly income blow 1,000 yuan and that more than 5,000 yuan,were higher than other students. Such as Nationality, Profession and Native Place, had no significant effect on the learning responsibility of the higher vocational education students in Chongqing and Guangxi.(4)The scores of the professional commitments of the higher vocational education students in Chongqing and Guangxi was relatively low,only 3.49. The Girls, scores of the affective commitment and the normative commitment were significantly higher than that of boys. The scores of the freshmen's professional commitments were higher than that of other grades of students,and that of the junior students were higher than the sophomores. The level of the professional commitment of the students who major in liberal arts,was higher than the students major in science, but the difference between them is not significant. Such as Nationality, Native Place and the economic conditions of family, had no significant effect on the professional commitments of the higher vocational education students in Chongqing and Guangxi.(5) The relationship between the learning cognize, the learning plans, the learning behavior, the learning will,the senses of the self-reproach of learning and the dimensionalities of the professional commitments of the higher vocational education students in Chongqing and Guangxi, was significantcorrelation. The relationship between the senses of the frustration of learning and the affective commitment, the normative commitment was significantcorrelation.(6) Such as the affective commitment, the normative commitment, Gender, Profession and the professional commitments were the effectual predictive variable for the Learning Responsibility of the higher vocational education students in Chongqing and Guangxi.