| BackgroundSecondary vocational education is an important part of China’s national education system and plays an important role in the implementation of the strategy of strengthening the country through powerful science and education.However,with the lower the entrance threshold of secondary vocational schools,secondary vocational students’ personal literacy is not high,there are generally low self-efficacy and weak reading ability,which hinder the development of secondary vocational education.In this context,studying the self-efficacy,reading ability of secondary vocational students and the correlation is important for the development of secondary vocational education and personal development.ObjectivesTo understand the status quo of secondary vocational students’ self-efficacy and reading behavior;to explore the related factors affecting secondary vocational students’ self-efficacy;to analyze the relationship between secondary vocational students’ self-efficacy and reading behavior,and to provide theoretical support for improving the reading ability of secondary vocational students and providing better service for secondary vocational students in education and teaching.MethodsSecondary vocational students in Huaibei health school of Anhui province were selected as the research objects.and 1077 questionnaires were collected by using the method of questionnaire survey.The efficiency of the questionnaire was 95.2%.The survey tools included general self-efficacy scale(GSES)and reading behavior scale,and the survey contents included age,grade,family status,self-efficacy,reading habits,etc.SPSS 24.0 software was used to establish a database and conduct statistical analysis.The main analysis methods included descriptive statistical analysis,t-test,one-way ANOVA,Chi square test,multiple linear regression and correlation analysis.Main ResultsThe average self-efficacy score of secondary vocational students was 22.62±5.23.Univariate analysis showed that the scores of GSES among different health status,psychological status,physical exercise,education level of father,mother’s occupation,academic achievement,whether they like the courses,relationship with classmates,communication with the head teacher and participating in club activities were significantly different(P<0.05).The results of multivariate regression analysis showed that psychological status(β=-0.658),communication with the head teacher(β=-0.678),father’s education(β=0.278),relationship with classmates(β=-0.858),frequency of physical exercise(β=0.787),academic achievement(β=-0.579)and mother’s occupation(β=1.538)were significant influencing factors of GSES of secondary vocational students(P<0.05).The results of correlation analysis between self-efficacy and reading behavior showed that in the four dimensions of reading behavior,there was a significant negative correlation between reading quantity and self-efficacy(r=-0.094,P<0.05);and there was a negative correlation between reading behavior and self-efficacy(r=-0.098,P<0.05).Conclusions and RecommendationsThe study indicated that self-efficacy and reading behavior were significantly related.The self-efficacy of secondary vocational students is generally poor,and the main influencing factors are father’s education level,physical exercise,relationship with classmates,academic achievement,psychological status,mother’s occupation.It is suggested that the self-efficacy of students should be improved by arousing their positive emotions,impro ving their correct understanding for their own abilities,and gaining successful experience from learning.Through the analysis of the four dimensions of reading behavior,we found that the differences in reading interest,reading types,reading motivation,reading methods,and reading time of vocational students were related to the guidance of schools,families and teachers.It is suggested that in the process of cultivating secondary vocational students’ reading behavior,we should cultivate their reading interest at the personal level,actively expand the reading range and reading quantity;create great reading atmosphere and cultivate good reading habits at the family level;provide open resources and strengthen teachers’guidance at the school level,provide guarantee for students’ reading;advocate reading for the whole people and build a learning oriented social environment at the social level. |
