Impact Mechanism And Intervention Study Of Perceived Teacher Support On Autonomous Learning Behavior Of Secondary Vocational Students

At present,the development of vocational education in China has entered a new stage of "improving the quality,cultivating the excellent,adding value and enhancing the ability",and the importance of improving the quality of personnel training in secondary vocational education has become more and more prominent.The study of cultural courses is helpful to improve the scientific and cultural accomplishment and lifelong learning ability of secondary vocational students.However,secondary vocational students’ interest and motivation in learning cultural courses are relatively weak,and the level of independent learning behavior needs to be improved.According to self-determination theory,external environment factors can stimulate students’ autonomous learning behavior through a series of motivation internalization processes.This paper investigates the influence mechanism and intervention effect of perceived teacher support on secondary vocational students’ autonomous learning behavior of cultural curriculum through two studies.Based on the cross-context model of self-determination theory and autonomous motivation,questionnaire survey was adopted in study 1 to investigate the influence of perceived teacher support on the autonomous learning behavior of secondary vocational students in cultural curriculum: the chain mediating role of autonomous motivation in class-self-study context.Using cluster sampling method,699 secondary vocational students were investigated,and 642 valid questionnaires were collected.The results showed that:(1)perceived teacher support positively predicted the independent learning behavior of secondary vocational students;(2)Perceived teacher support can indirectly and positively predict autonomous learning behavior through classroom situational autonomous motivation and self-study situational autonomous motivation,respectively;(3)The relationship between perceived teacher support and independent learning behavior is a chain mediating effect.Based on the results of study 1,the quasi-experimental design of experimental group and control group was adopted in study 2 to interfere with the perceived teacher support of secondary vocational students through supportive teaching methods,so as to improve their independent learning level.Two classes of the third grade in a secondary vocational school were selected as the experimental group(35 people)and the control group(38 people),respectively.The experimental group was treated with supportive teaching method for 2.5 months.The control group received conventional teaching methods without intervention.At two time points before intervention(T1 time point)and immediately after intervention(T2 time point),the levels of perceived teacher support,classroom situational autonomous motivation,self-study situational autonomous motivation and autonomous learning behavior of the two groups were measured respectively.The results showed that:(1)the average difference between the experimental group’s perceived teacher support and classroom situational autonomous motivation before and after measurement was significantly higher than that of the control group;(2)There was no significant difference between the experimental group and the control group in the average difference of autonomous motivation and autonomous learning behavior measured before and after self-study situation.This indicates that the intervention of supportive teaching approach to perceived teacher support significantly improves the perceived teacher support and classroom situational autonomous motivation of secondary vocational students,but has no significant effect on the level of self-study situational autonomous motivation and autonomous learning behavior.