| Learning engagement has been a hot topic of research for a long time,and scholars have done a lot of research on undergraduate and middle school students,making outstanding contributions to improving students’ learning engagement.Vocational education has greatly encouraged by government in recent years,and scholars have begun to carry out research on the learning of vocational school students gradually.However,the status quo of learning engagement of vocational school students and how to improve their learning engagement have become urgent problems to be solved.The study uses a combination of qualitative and quantitative methods to understand the status quo and influencing factors of vocational school students’ learning engagement.In qualitative study,8 students are selected to conduct case interviews,understanding the influencing factors affecting the learning engagement of vocational school students.In quantitative study,to understand the status quo of vocational school students’ learning engagement,explore the correlation between learning engagement and other variables and test the moderating effect of basic psychological needs and class group attachment on future orientation and learning engagement,students are investigated with questionnaire "Utrecht Work Engagement Scalestudent","Future Orientation of Adolescents","Basic Psychological Needs Scale" and "Social Group Attachment Scale".The results show that:1.The learning engagement of vocational school students is at a medium level overall,with dedication scores being the highest,absorption being second,and vigor being the lowest.Future orientation is at a medium level,with the highest scores for future cognition,followed by future emotion,and the lowest scores for future will action.Basic psychological needs are at a medium level,of which relatedness score are the highest,autonomy are second,and competence scores are the lowest.Class group attachment scores in both dimensions are less than the median,indicating that the class attachment level of vocational school students is safer.2.There is a significant difference in learning engagement of vocational school students in whether they serve as class committees,grade,paternal education,relationship with father and relationship with mother;there is no significant difference in gender,origin,and maternal education.There is significant difference in future orientation in whether they serve as class committees,grade,paternal education,relationship with father and relationship with mother;there is no significant difference in gender,origin,and maternal education.There is significant difference in basic psychological needs in whether they serve as class committees,origin,grade,paternal education,maternal education,relationship with father and relationship with mother,there is no significant difference in gender.There is significant difference in class group attachment in grade,relationship with father and relationship with mother,there is no significant difference in gender,whether they serve as class committees,origin,paternal education and maternal education.3.There is a significant positive correlation among learning engagement,future orientation,basic psychological needs.Class group attachment anxiety is significantly negatively correlated with basic psychological needs,learning engagement and future orientation;class group attachment avoidance is significantly positively correlated with future orientation and learning engagement,and significantly negatively correlated with basic psychological needs.4.Basic psychological needs and class group attachment play a moderating role between future orientation and learning engagement.In the end,in order to promote vocational school students’ active participation in learning,this study provides some suggestions from three aspects: improving the level of future orientation,meeting basic psychological needs and strengthening class group attachment. |
