A Study On The Influencing Factors Of Academic Engagement Of Students Majoring In Finance,Business And Trade In Secondary Vocational Schools

In recent years,research on academic engagement has become a hot topic in the field of education,and students' academic engagement has also become an important indicator to measure the quality of education.Especially since the 21 st century,more and more scholars at home and abroad have devoted themselves to this research.The purpose of this paper is to explore the current situation of financial and business students' academic engagement in vocational schools and the main factors,in order to provide theoretical basis and practical reference for teaching reform and personnel training in Vocational schools.The full text is divided into five parts as a whole: Firstly,by consulting relevant literature,the characteristics of vocational students are analyzed and the concept of academic engagement of vocational students is defined;secondly,using interviews and literature research methods to integrate academic engagement projects and compile questionnaires;thirdly,online questionnaires are issued to collect data and statistics,and the current situation and influencing factors of academic engagement are analyzed;fourthly,through empirical analysis of the survey results,different individual characteristics and influencing factors of various dimensions are discussed.Finally,in view of the above research results,put forward relevant countermeasures and suggestions.The conclusions are as follows:At the start of the study,this paper investigates 588 students majoring in finance,business and trade in vocational schools in Guangdong province by sending questionnaires online and interviewing them.It is found that the learning engagement of secondary vocational school students is at a moderate level,among which cognitive engagement(knowledge)and willingness engagement(intention)are higher,emotional engagement(emotion)and behavioral engagement(line)are lower.Then,differences between students with different individual characteristics are found in their learning engagement.It shows that students' gender has no significant impact on students' cognitive engagement,emotional engagement and willingness engagement,but has an impact on behavior engagement.Secondly,in terms of grade,there are no significant differences in cognitive,emotional and behavioral engagement among students of different grades,and there are significant differences in willingness engagement.Finally,through principal component regression analysis,it is found that the factors with the highest explanatory power are students themselves and teachers.Through using Python software,nine main factors were extracted as independent variables,and students' academic engagement was used as dependent variables for regression analysis.It is found that learning interest has an important influence on students' cognitive,emotional,willingness and behavior engagement.And learning interest has the highest explanatory power to students' cognitive engagement,teaching methods and means have the highest explanatory power to students' emotional engagement and willingness engagement,and acquisitive helplessness has the highest explanatory power to students' behavioral engagement.Based on the above findings,the author puts forward the following suggestions: as a base for training technical and skilled talents,secondary vocational schools should take various measures to improve the classroom environment,create a good learning situation,enhance students' interest in learning,introduce the Internet technology and facilities needed by schools,improve teachers' teaching level,upgrade teaching mode,improve the quality of education,and increase school teaching.Support to stimulate students' enthusiasm and initiative,regularly evaluate students' academic performance,and diagnose teaching by testing learning gains,which provides theoretical and practical basis for improving students' academic engagement and promoting teaching reform.