Secondary Vocational Students’ Learning Strategies Questionnaire Development And Present Situation Research

This research in the foundation that is theory study, field survey and expert discussion. It have been taken initial formation of the theoretical supposition of secondary vovational student’s learning strategy dimension. By correcting the openning questionnaire and small sample test again and again, and then, during October to November 2014, we made a large area formal testing. The testing including 1000 students who from Nanning commerce college, Guangxi electrical and mechanical school, Guangxi institute of urban construction. Through the analysis of the project and the screening questionnaire project, by using exploratory factor analysis and confirmatory factor analysis, we found that the secondary vocational student’s include the theory of deep processing, the skills of deep processing, the theory of shallow processing, the skills of shallow processing, time management, evaluation strategy ect. The result in line with the original thought of this study.And through a series of the testing of validity and reliability, consist of all the questionnaire and different dimensions’homogeneity reliability, test-retest reliability, content validity, structure validity and so on. The results proved that the secondary vocational student’s learning strategy questionnaire has a good reliability and validity. The srsults can be used in some related research of secondary vocational students’learning strategy in the future.In addition, this study also investigates the present situation of the secondary vocational student’s learning strategy. Through related analysis, statistical approach such as one-way analysis of variance, multiple regression, we investigated the secondary vocational student’s learning strategies relationship between differences sex, differences grade and between learning strategies and achievement goal.The results shows:1. Secondary vocational student’s structure of learning strategy is a multifactor structure, it contains the theory of deep processing strategy, the skills of deep processing strategy, the theory of shallow processing strategies and the skills of shallow processing strategy, time management strategy, evaluation strategy, these six dimensions with the previously thought structure (deep processing, shallow processing, metacognitive strategy) are basically the same. At the same time confirmed that the secondary vocational student’s learning strategies are the combination of theory study strategy and skill learning strategy.2. School girls on the overall level of score is significantly higher than boys, girls prefer using surface strategy on theoretical study, girls are more likely to use metacognitive strategy than boys.3. On the overall level of learning strategy score, grade one is significantly higher than other two grades. Compare with the other two grades, grade one tend to use the skills of deep processing strategies and metacognitive strategies.4. Mastery the goal, the theory and skills of deep processing, time management, evaluation strategy have significant positive correlation, but performance avoid goal with these strategies is negatively correlated and it is not signficantly related to other strategy. A performance approach goal with all learning strategies have positive correlation. Mastery goal is all learning strategies positively predictors source, performance approach is goal the positively predictors source of the theory of deep processing, the skill of shallow processing and the evaluation strategy, performance avoid goal is negative predictors source of the skills superficial strategy, and is not significant with other processing strategy. Students who own mastery goal can get a good grade and skill in school, and students who have performance avoid goal are more difficult to grasp the "skill".