| The Law of the People’s Republic of China on Vocational Education,which was revised in April 2022,proposes that vocational education is a type of education with the same importance as general education,and that the reform of vocational education as well as the standardisation of the vocational education system should be promoted to ensure the quality of vocational education.This study consists of two parts,Study 1 and Study 2.Study 1 is based on the actual situation of secondary vocational school students,using the Active Personality Questionnaire,the Professional Identity Scale for Secondary School Students and the Chinese version of the Learning Engagement Scale.1,576 subjects were selected from five secondary schools in Henan Province and Anhui Province,and a survey was conducted by distributing questionnaires to explore the relationship between active personality and learning engagement.The study explored the relationship between active personality and learning engagement,and the mediating role of professional identity in this.Study 2 was conducted mainly in the form of group counselling.Two classes with low learning engagement scores were selected and randomly divided into a control group and an experimental group.Eight group counselling sessions were conducted for the experimental group,while the control group underwent regular teaching activities.The following conclusions were drawn from Study 1: secondary school students’ learning engagement was on the low side,and was at an intermediate level in terms of professional identity and proactive personality;there was a significant positive correlation between proactive personality,professional identity and learning engagement;professional identity and proactive personality both positively predicted learning engagement,with professional identity playing a partially mediating role.Study 2 used Study 1 as a basis to design a corresponding programme of group support activities,aiming to enhance the level of learning engagement of secondary school students by improving their professional identity.The results showed that: the experimental group showed significantly higher levels of proactive personality,professional identity and learning engagement compared to the previous group,and were significantly higher than the control group,while there was no significant difference between the control group before and after;the intervention of group counselling as a form of intervention for learning engagement of secondary school students had significant effects. |
