The Relationship Between Perceived Teacher Support And Learning Engagement Among Secondary Vocational School Students: The Chain Mediating Role Of Academic Self-efficacy And Internet Addictio

After the research of the existing literature,this study found that the learning foundation of secondary vocational students is generally weak,and the learning investment is low,which restricts the quality of talent cultivation in secondary vocational schools.Secondary vocational schools are suffering from learning burnout,and those with high scores of Internet addiction generally spend a lot of time and resources on the Internet and have no intention of studying,which leads to increased academic pressure,affects their academic self-efficacy and perception of teacher support,and reduces their learning commitment.Therefore,this study takes the group of secondary vocational students as the subjects to discuss it,in order to stimulate the learning enthusiasm of secondary vocational students to play a certain theoretical guiding role.Study 1 took secondary vocational students as the research object,in order to understand the status quo of secondary vocational students’ perceived teacher support,learning engagement,academic self-efficacy and Internet addiction,and to explore whether secondary vocational students’ academic self-efficacy and Internet addiction play a chain mediating role in the relationship between perceived teacher support and learning engagement.The questionnaires used in this study include "Perceived Teacher Support Questionnaire","Academic Self-efficacy Questionnaire","Learning Engagement questionnaire" and "Internet Addiction questionnaire".984 secondary vocational students from a middle school in Huangshan City,Anhui Province,a middle school in Hefei City,Anhui Province and a middle school in Xinyang City,Henan Province were investigated.SPSS 25.0 tool was used for descriptive statistics and Process macro program was used for chain mediation model test.The conclusion is as follows:1.There are significant differences in the perceived teacher support of secondary vocational students in terms of gender,grade,class leader or not,and achievement.2.There are significant differences in academic self-efficacy of secondary vocational students in grade,class and achievement.3.There are significant differences in Internet addiction among secondary vocational students in grade,class and achievement.4.There are significant differences in the learning input of secondary vocational students in terms of gender,whether they are class leaders or not,and their grades.5.Perceived teacher support significantly positively predicts learning engagement,academic self-efficacy significantly negatively predicts Internet addiction,and Internet addiction can significantly negatively predict learning engagement.The chain mediating effect of academic self-efficacy and Internet addiction on perceived teacher support and learning engagement is established.In Study 2,based on the data obtained in study 1,an intervention scheme was designed.The subjects were divided into the control group and the experimental group for Internet addiction among secondary vocational students.Before the intervention,questionnaire measurements were carried out on the subjects,and then the intervention was carried out on the students in the experimental group.