Multidimensional Construct and Influencing Mechanisms of Perceived Educational Attainment Among Higher Vocational College Students:An Empirical Study Based on Multilevel Analysis
Perceived educational attainment is a crucial dimension in assessing the quality of higher vocational education.By integrating multiple theories,a theoretical model comprising four dimensions—learning experience,support experience,personal growth,and career experience—is proposed.Based on survey data across 20 higher vocational colleges nationwide,confirmatory factor analysis was used to validate the model structure,and multilevel linear modeling was employed to analyze the influences and interactions of factors at individual,major,and institutional levels.The findings reveal that:While higher vocational college students generally report high levels of perceived educational attainment,there is room for improvement in personal growth and the ability to cope with future challenges;Key influencing factors include learning engagement,teaching quality of the major,employment prospects,institutional level,teaching resources,and campus climate;Differences among student groups are moderated by factors such as institutional teaching resources,level of schooling,employment prospects of the major,and overall campus climate.
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