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

Non-intelligence factors have great power and regulation in human activities. Non-intelligence factors directly affect students’ achievement and learning efficiency. Learning responsibility is one of the most important non-intelligence factors, which previous studies have shown is an important factor of learning style and academic self-regulation and plays a crucial role in promoting students learning. Current researches on learning responsibility are concentrated on kindergarten, primary, middle school and college students, but studies on vocational student groups are still in the exploratory stage. In addition, because of the special nature of secondary vocational groups, which results in their differentiated learning psychological characteristics, in-depth study of their learning responsibility is of great significance to find ways to improve students’achievement and improve their learning skills. This research explore the theoretical dimension constitutes of the learning responsibility among vocational students mainly through in-depth understanding of the learning psychological characteristics of secondary vocational students. We try to prepare a questionnaire on secondary vocational students’learning responsibility, and by this means to understand the current situation of secondary vocational students learning responsibility.This research including two aspects:First, based on the interview with secondary vocational students on learning responsibility, accordingly we designed the dimensions of vocational students learning responsibility, then we compiled a questionnaire. Second, based on the questionnaire, we conduct a study on demographic variables of secondary vocational students learning responsibility, namely to study whether there are differences concerning gender and grade among secondary vocational students. We also do predication research on parents’ expectation level and their son’s or daughters’ learning responsibility.The research results show that:(1) Secondary vocational students’ learning responsibility mainly includes four dimensions, namely:initiative, self-consciousness, planning, self-control. Then we compiled a suitable questionnaire for measuring secondary vocational school students learning responsibility. The questionnaire contains 23 items, which has been proved to be valid and reliable. Therefore, the measurement can be used as a tool for evaluation of secondary vocational school students’ learning responsibility.(2) The majority of secondary vocational students’ learning responsibility remains in medium and high level.(3) Significant differences are found in terms of initiative, self-consciousness, planning, self-control and gender among secondary vocational students on their learning responsibility.(4) Significant grade differences are found on total scores among secondary vocational students’ learning responsibility; differences also exist in their initiative, self-consciousness, planning and self-control.(5) Parents’ expectation levels are distinctly associated with secondary vocational students’ learning responsibility, which shows parents’ expectation level can significantly predict learning responsibility influencing students’ learning initiative, self-consciousness, planning and self-control.