| The country’s demand for vocational and technical talents is growing in tandem with the country’s development,and more students will enroll in vocational schools to acquire vocational education in the future.The state prioritizes the cultivation of both exceptional technical skills and high quality in this group’s training,which indicates that vocational education should not only train professional abilities,but also consider students’psychological development.Secondary vocational students are a group who choose to study in vocational schools after graduation from junior high school.They are in a critical period of growth and a period of rapid social development.Social development is an important aspect of psychological growth,which is linked to individual progress.Understanding the social development level of this group and discussing the main influencing factors that have led to the current social development level is critical in order to better guide secondary vocational students’psychological development in the future and promote social adaptation education.Secondary vocational subjects are the research subject of this study.The questionnaire survey approach was used to collect data.We revised the suitable for our country secondary vocational student’s level of social development evaluation measurement tools,investigated the current situation of secondary vocational student’s social development characteristics,and influenced the secondary vocational student’s level of social development.The following are the final conclusions:1.The Social Development Level Assessment Scale for Secondary Vocational Students contains three subscales of social cognition,social emotion and social behavior.The revised scale has 29 items in total.The Cronbach’sαcoefficients of the subscales ranged from 0.70 to 0.83,indicating good reliability of the questionnaire.The structural validity was 4.80 forχ~2/df,0.07 for RMSEA,0.85 for GFI,0.84 for TLI and 0.07 for SEMR.2.Characteristics of social development status of secondary vocational students:the overall social development is at a medium level(9.79±0.48);The social development of secondary vocational students of different genders was significantly different(t=3.86,p<0.001),and the development level of boys was higher than girls.There are differences in social development level of secondary vocational students in different origin places(t=0.03,p<0.05).Urban pupils have a better level of social development than rural kids.In terms of grade level,there was no discernible change(F=0.32,p>0.05),but in some dimensions,the social development level increased with the increase of grade.3.Social development of secondary vocational students is positively correlated with parents,teachers,peers’autonomy support and personal growth initiative.Social development of secondary vocational students was significantly positively correlated with perceived parental autonomy support(r=0.48,p<0.01),teacher autonomy support(r=0.54,p<0.01)and peer autonomy support(r=0.55,p<0.01).There was a strong link between social development and personal growth initiative(r=0.70,p<0.01),and autonomy support and personal growth initiative have a substantial favorable association.4.Autonomy support from parents,teachers and peers can significantly predict social development of secondary vocational students,and also affect social development through personal growth initiative.Perceived parental autonomy positively predicted personal growth initiative(β=0.51,t=24.26,p<0.001)and social development(β=0.47,t=22.22,p<0.001).Perceived parental autonomy support predicted social development.Parental autonomy support and social development were partially mitigated by the personal growth initiative(the mediating effect was 0.75,accounting for 66.31%).Perceived teacher autonomy support positively predicted personal growth initiative(β=0.61,t=31.57,p<0.001)and social development(β=0.54,t=26.58,p<0.001),and personal growth initiative positively predicted social development(β=0.59,t=27.87,p<0.001),in the association between parental autonomy support and social development,the personal growth initiative performed a partial mediation role,with a mediating effect of 0.86(66.31%).Perceived peer autonomy support positively predicted personal growth initiative(β=0.63,t=32.98,p<0.001)and social development(β=0.56,t=27.67,p<0.001).Personal growth initiative was found to be a strong predictor of social development.In the association between peer autonomy support and social development,personal growth initiative performed a partial mediation role,with a mediating effect of0.82,accounting for 64.91%.5.According to qualitative research,students who have a strong social development have better interpersonal ties and can adjust to secondary vocational school life and study more quickly.Parents often treat their children as equals as they grow up,taking the helm and treating them with respect when facing important choices;They have a positive teacher-student interaction at school.Teachers can appreciate their strengths and encourage their choices and rational viewpoints.Partners can create emotional resonance in peer communication,and both sides maintain a harmonious yet distinct attitude when describing the incident.In such interpersonal relationships,the basic psychological needs of such groups are constantly met,and more inner autonomy and initiative are stimulated,gradually forming a higher initiative of personal growth,further promoting individual adaptation and integration into the environment,so as to show a better level of social development.This study shows that the revised social development Scale of secondary vocational students can be used in the related research of social development of secondary vocational students.Autonomous support can directly affect the social development of secondary vocational students,and also can indirectly affect the social development through personal growth initiative.Through qualitative research,the specific forms of autonomy support perceived by secondary vocational students with good social development level in the growth process are collected.On this basis,the corresponding educational suggestions are put forward centering on how to give secondary vocational students autonomy support. |
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