Vocational Intention Of Preschool Students In Secondary Vocational Schools Research On The Impact Of Academic Achievement

Preschool education teacher team construction is the inherent requirement and important premise of high-quality preschool education,which is related to the improvement and sustainable development of preschool education quality.In 2018,Several Opinions on the Deepening Reform and Standardized Development of Preschool Education clearly proposed to improve the teacher training system,improve the level of teacher training,improve the quality of teacher training,move forward the starting point of preschool teacher training,and vigorously train kindergarten teachers with five-year junior college degrees starting from junior high school graduation.Students at this stage are in a critical period of career development,and the career intention formed in the learning process is crucial to their future career planning.However,compared with ordinary high school students,secondary vocational students generally have problems such as insufficient learning investment and low sense of self-efficacy in the learning process,which restricts the quality improvement of talent training in secondary vocational schools.Previous studies have shown that career intention is an influential factor for students’ academic achievement,and learning engagement and academic self-efficacy also have an impact on their academic achievement.Therefore,this study hypothesized that learning engagement and academic self-efficacy had a chain-mediated effect on career intention and academic achievement.By using literature method,questionnaire method and interview method,and based on the social vocational cognition theory and vocational interest theory,this study constructed and tested the model framework of career intentions-learning engagement-academic self-efficacy-academic achievement,and conducted an empirical study on the questionnaire issued by vocational students in preschool education.SPSS21.0 and Process macro were used for data analysis to explore the relationship between career intention,learning engagement,academic self-efficacy and academic achievement,and some students were interviewed.The results are as follows:the average scores of four indexes of preschool vocational students are higher than the theoretical median;The occupational intention,learning commitment,academic self-efficacy and academic achievement of secondary vocational students majoring in preschool education have different differences in demographic variables such as gender,grade,major selection method,family location,parents’ education level and parents’ occupation.Through the correlation analysis of four variables of vocational students’ career intention,learning engagement,academic self-efficacy and academic achievement in preschool education,the results show that there is a positive correlation between the variables.Through multiple linear stepwise regression analysis,it is concluded that career intention,learning engagement and academic self-efficacy all have positive effects on academic achievement Process was used to test the mediating effect between the four indicators,and it was verified that the constructed model showed a chain mediating effect between learning engagement and academic self-efficacy and career intention and academic achievement.Based on the above conclusions,educational suggestions are put forward to improve the academic achievement level of vocational students in preschool education from three different perspectives:improving career intention as the basis,enhancing learning input as the support,and improving academic self-efficacy as the core.