A Research On The Status And The Relationship Among Self-identity, Academic Self-efficacy And School Belonging Of The Secondary Vocational School Students

In recent years, with the rapid development of the secondary vocational schools, themental health status of the vocational students who are the main elements of educational andteaching activities has been highly valued by more and more researchers. Utilizingquestionnaire survey, this study investigated186students from the vocational educationcenter in Fengfeng Mining District, Handan City as well as the vocational schools insurrounding counties. This investigation used self-identity scale, academic self-efficacy scaleand school belonging scale as measurement instruments, adopting descriptive statisticanalysis, single-factor variance analysis and multiple regression analysis. The status and therelationship among self-identity, academic self-efficacy and school belonging of thesecondary vocational school students are mainly discussed in this thesis.Self-identity is a very important quality for students of secondary vocational schools topursue self-development and adapt to society. And cultivating healthy self-identity ofvocational students is the most fundamental educational goal of secondary vocational schools.However, in recent years, vocational students have some mental problems of various degrees,which is marked by self-identity crisis, low self-efficacy, lack of school belonging and so on.Therefore, the first requisite for the secondary vocational school to cultivate healthy andqualified human talents who accord with the development of modern society is to correctself-identity deviation, and guide them to a correct outlook on life and value.Academic self-efficacy of vocational students belongs to learning areas of self-efficacy.It is used by the students to evaluate their levels of confidence in their abilities to use theknowledge, skills and abilities what they have acquired to fulfill their tasks, which can not beignored in education and teaching for the secondary vocational schools. But at present, thepsychological complexity and vulnerability of vocational students become the primary issuethat every professional educator has to handle. So, the educational and teaching activities ofsecondary vocational schools have to start with cultivating academic self-efficacy ofvocational students to motive the students’ study motivation, relieve their negative psychologysuch as anxiety and inferiority, give their initiation into full play, inspire learning interest andimprove their confidence. The sense of school belonging refers to that a vocational student can feel that he is animportant member in the school where he studies, and he is accepted, supported and respectedby the teachers and students in that school. It refers to such an emotion that he spontaneouslyparticipates in various activities and works with others as a whole. But for the moment, thelack of school belonging of vocational students became a serious matter that lay in front of us.If it is not solved, it will trigger aggressive behaviors, which may result in not only adverseeffects on students themselves but also negative effects on the society.The following conclusions are obtained through the research:1. There is neither gender nor grade difference in terms of the vocational students’ senseof school belonging. There are grade differences, but no gender difference in terms of theself-efficiency of learning. And there are very obvious gender and grade differences in termsof the anxiety of self-identity as well as confidence and self-reliance.2. The negative correlation exists between the anxiety of self-identity and the sense ofschool belonging, which means the more anxious the students are, the weaker the sense ofschool belonging will be. However, the positive correlation exists between the confidence andthe self-reliance of self-identity and the sense of school belonging, which means the moreconfident and independent the individual feels, the stronger the sense of school belonging willbe. Besides, the very significant positive correlation exists between the academic self-efficacyand the sense of school belonging, which means the stronger the individual’s self-control is,the stronger the sense of school belonging will be. The significant positive correlation existsbetween the self-identity and the academic self-efficacy, which means the higher theself-identity is, the higher the self-efficiency of learning will be.3. Academic self-efficacy influences the formation of the sense of school belongingwhich in turn influences the formation of self-identity and meanwhile self-identity has somepositive effects on the establishment of academic self-efficacy.