Whose Support Has a Greater Impact on Learning Engagement:Teachers of Peers?An analysis Based on the Mediating Effect of Secondary Vocational School Students'Self-esteem
Learning engagement is an important factor that affects students'academic involvement.Based on a survey of 554 vocational students in Shanghai secondary vocational and technical schools,this study examines the effects of peer support and teacher support on learning engagement,taking into account the mediating role of students'self-esteem.Through the establishment of a structural equation model using AMOS and one-way analysis of variance using SPSS,the following conclusions are drawn.First,the self-esteem levels of vocational students are generally low,and there are no significant differences in self-esteem levels based on factors such as family background,grade,and household registration.Second,peer support in vocational schools has a larger direct effect on learning engagement compared to teacher support and positively promotes learning engagement.Third,peer support in vocational schools has a significant negative impact on students'self-esteem,while teachers do not have a significant impact on the self-esteem of vocational students.Fourth,the self-esteem levels of vocational students have a significant inhibitory effect on learning engagement.Some research findings may appear counter intuitive at first glance,but through in-depth analysis,they can be explained and contribute to a deeper understanding of the relationship between self-esteem and learning among vocational students.This study quantifies the specific mediating effects of teacher support,peer support,and self-esteem from the students'perspective on learning engagement,aiming to promote the academic performance of vocational students and provide scientific evidence for improving their learning efficiency.
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