International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 7
Available Online: 15 June 2024
Author/s:
Deng, Hong
Graduate School, Lyceum of the Philippines University – Batangas
Abstract:
This paper identified the relationship among students’ family support, teachers behavior and learning motivation. In this study, a descriptive research method was adopted to issue effective and reliable questionnaires to students in three Chinese higher vocational colleges, namely Jiangmen Polytechnic, Hunan Vocational College of Technology, and Guangdong Nanfang Institute of Technology. A total of 498 valid questionnaires were collected as the main data sources. Among the respondents, female students outnumbered male students, with freshman year students accounting for 67.3 percent, and more than 70 percent of students from rural areas and towns, with similar numbers of students from four different majors. In the selected research area, there is a significant correlation between students’ family support, teachers behavior and learning motivation. The higher the degree of students’ family support, the better the evaluation of teachers behavior and the stronger the students’ learning motivation. There are significant differences in family support among different grades and majors; In terms of teachers behavior, there are significant differences in sex, grade level and place of origin of students. In terms of learning motivation, only sex has a significant difference, and male have a stronger learning motivation. Chinese higher vocational colleges may establish a home-school interaction and information sharing platform to ensure that parents are timely informed of the school’s expectations for student development planning, help families better support students’ learning and development, while strengthening training in teachers behavior and establishing a student development file system to stimulate learning motivation and promote student development.
Keywords: students’ family support, teachers behavior, learning motivation
DOI: https://doi.org/10.5861/ijrse.2024.24632
Cite this article:
Deng, H. (2024). Students’ family support, teachers’ behavior, and learning motivation in Chinese higher vocational colleges. International Journal of Research Studies in Education, 13(7), 43-59. https://doi.org/10.5861/ijrse.2024.24632