The Relationship Between School Climate,self-education Expectation,classroom Participation And Learning Engagement Of Secondary Vocational Students: A Cross-sectional And Longitudinal Study

The State Council issued the Implementation Plan of National Vocational Education Reform pointed out that,as China enters a new stage of development,the demand for technically skilled personnel in various industries is becoming more and more urgent,and the important status and role of vocational education is becoming more and more prominent.The newly revised Vocational Education Law for the first time legally determines that vocational education is a type of education with the same importance as general education.However,the overall learning situation of vocational school students is not optimistic.As a positive side of academic feedback and a predictor of education quality,learning engagement has attracted extensive attention from scholars.Meanwhile,school as the main environment for students to learn and live,and classroom as the main ground for students,a good school atmosphere and effective classroom participation can not only improve students’ self-education expectation and cultivate good learning habits,but also promote their learning motivation and enhance the level of learning engagement.Therefore,this study explores the effects of school climate,self-education expectations and classroom participation on secondary vocational students’ learning engagement based on ecological systems theory,stage environment fit theory,self-determination theory and the self-system model of motivation development.Using a longitudinal study,investigates students from secondary school in Gansu Province.The study used the School Climate Scale,the Self-Education Expectation Scale,the Classroom Participation Scale and the Learning Engagement Scale as survey instruments,and two follow-up surveys were conducted at 6-month intervals,with 475 valid data finally collected.In Study 1: The chain mediating role of self-education expectation and classroom participation between school climate and learning engagement of secondary school students was examined at the cross-sectional level,and the results found that(1)school climate,classroom participation and learning engagement all differed significantly in terms of majors;(2)school climate,self-education expectation,classroom participation and learning engagement all had significant positive correlations between the two;(3)self-education expectation and classroom participation played a chain mediating role in(3)self-education expectations and classroom participation play a chain mediating role between school climate and learning engagement.In Study 2: The longitudinal chain mediating role of self-education expectation and classroom participation between school climate and learning engagement of secondary school students was examined at the longitudinal level to verify whether the four relationships still hold over time.The results of the cross-lagged analysis showed that(1)the simultaneous and successive positive correlations of school climate,self-education expectation,classroom participation and learning engagement of secondary school students were significant in both measures;(2)T1 school climate significantly and positively predicted T2 learning engagement,but T1 learning engagement did not significantly predict T2 school climate;and(3)the mediating role of self-education expectations and classroom participation between school climate and learning engagement still held.The conclusions of this study are as follows:(1)The results of the cross-sectional study showed that: school climate,self-education expectations and participation in classroom were predictors of learning engagement among secondary school students;self-education expectations and classroom participation played a partially mediating role in the effect of school climate on learning engagement.(2)The results of cross-lagged analysis showed that T1 school climate significantly and positively predicted T2 learning engagement,but T1 learning engagement did not significantly predict T2 school climate;therefore,school climate was an antecedent variable of learning engagement.(3)The results of the longitudinal study showed that the mediating role of self-education expectations and classroom participation between school climate and learning engagement still held.