The Study On Learning Engagement And Its Influencing Factors Of Secondary Vocational School Students In Underdeveloped Areas

This paper investigates 843 students from F School in Fuyang City of Anhui province.Based on the previous research,the study reveals the current situation of learning engagement,explores the relationship among learning engagement,self-identity,and social support by analysising the result of learning engagement scale,self-identity scale,and learning engagement scale,and provides a theoretical and practical reference to improve the level of learning engagement of secondary vocational students.The results show that:(1)On the whole,the level of learning engagement is at a medium level,and the average score difference among the three dimensions of learning engagement is small,in which the average score of dedication is slightly superior.There is no significant difference between the degree of learning engagement and students in grade,family location,family income,family structure demographic variables;there is a significant difference in gender;the degree of learning engagement of girls is higher than that of boys.(2)In terms of self-identity,the score is low.The self-identity score of students cadres is slightly higher than that of non-class cadres;there is no significant difference in self-identity among students of different school systems.(3)Social support is in the middle level,and there is little difference among the three dimensions,in which the mean value of subjective support is slightly superior.Compared with objective support and subjective support,the average utilization of support is lower.In terms of subjective and objective support,non left behind students are slightly higher than left behind students.In terms of subjective support and utilization of support,the class cadre students are slightly higher than the ordinary students.There is no significant difference in objective support score among secondary vocational school students with different family structure,but there is significant difference in subjective support and utilization of social support.There are significant differences in objective support among secondary vocational students of different grades.(4)Self-identity has a significant positive impact on the three dimensions of learning engagement,namely,focus,vitality and dedication;social support also has a significant positive impact on learning engagement.(5)Social support partly influences learning engagement through self-identity,and social support is a partial mediator.Based on the survey and analysis results,combining with the current status of secondary vocational students’ learning engagement,the study provides suggestions for improving the level of secondary vocational students’ learning engagement from three levels of government and society,schools and teachers,parents and students.