Study On Conditions And Relationship Among Self-worth, School Belonging And Interpersonal Trust Of Vocational School Students

With the increasing demand of technical personnel, secondary vocational and technicaleducation has become more and more important in the education system. However until nowvocational education is not recognized by many public, parents of students and students whoare not very familiar with vocational education and current society’s requirement Meanwhileour universities are expanding their enrollment in past several years, shortage of students, interm of number and comprehensive qualities, become more sever over time. Pressure fromour community not only restrict the vocational education’s existence and development, butalso have negative influence on the physical and mental health of students. They are facinggreat challenges in training and shaping of their self-worth, school belonging, andinterpersonal trust. Therefore, how to strengthen those characters has drawn many scholars’attention.In this thesis, I applied the questionnaire survey to study the current status of self-worth,school belonging, and interpersonal trust in vocational students. In order to explore the effectof gender, age, major, grade, number of siblings and living expenses as well as the internaland the link between these three factors, I chose338students who are from six majors inHandan Fengfeng Mining Area Vocational Education Center. Through statistical analysis ofsurvey results, I drew the following conclusions:1. In term of the self-worth sense of Secondary vocational school students, I observedsignificant differences in personal oriented psychological self-worth and social orientedphysical self-worth: boys’ self-worth sense was significantly higher than girls; The overallsense of self-worth of the15year-old students are lower than the18and20year-old students.And17year-old students were significantly lower than the18year-old students. The personaloriented interpersonal self-worth sense of Machinery major students is higher than studentswith accounting majors; Tourism major students are significantly higher than the students inaccounting and computer science. Grade one students are higher than grade two. In terms ofthe number of siblings, there are differences on the secondary vocational school students’social oriented general self-worth: students who have no sibling are higher than those havemore than one sibling. Living expanse does not influence any characters. 2. The sense of belonging of students in secondary vocational school show significantdifferences in term of gender, cost of living, and major: the girls are significantly higher thanboys. Tourism students are significantly higher than others. The lowest sense of schoolbelonging appears among accounting students and mechanical engineering students. Exceptstudents from these three majors, others have shown only slightly differences. Students with300-400living expense per month have significant higher sense of school belonging thanstudents with living expense in200-300and under200per month. No significant differenceswere observed in terms of age, grade, and number of siblings,3. Interpersonal trust degrees among students in secondary vocational school are notrelated to age, gender, major, grade, number of siblings, cost of living, and other factors.4. I observed self-worth have great influence on the formation of the sense of schoolbelonging that certainly impact the development of self-worth.