Study on the Relationship between Learning Engagement and Vocational Competency Development Among Students in Higher Vocational Colleges

Huamei Xu; Datuk Dr Yasmin Binti Hussain; Lei Wang

doi:10.54097/6e8j9802

Authors

Huamei Xu
Datuk Dr Yasmin Binti Hussain
Lei Wang

DOI:

https://doi.org/10.54097/6e8j9802

Keywords:

Higher Vocational Education, Learning Engagement, Structural Equation Modeling, Social Cognitive Career Theory, Vocational Competency

Abstract

This study investigates the relationship between learning engagement and vocational competency development among students in higher vocational colleges. Guided by the Social Cognitive Career Theory (SCCT), this research explores how behavioral, emotional, and cognitive engagement dimensions influence vocational competency outcomes, including technical skills, problem-solving abilities, and professional identity. A cross-sectional survey design was employed, with data collected from 863 students across five higher vocational institutions in Anhui Province, China. The validated Learning and Study Strategies Inventory (LASSI) and vocational competency assessment tools were used to measure constructs. Structural equation modeling (SEM) revealed significant positive relationships between cognitive engagement (β = 0.42, p < .001) and vocational competency development, whereas behavioral engagement (β = 0.18, p < .05) showed a weaker effect. Emotional engagement was not statistically significant (β = 0.07, p* > .05). Moderation analysis indicated that program types (e.g., engineering vs. business) moderated the relationship between cognitive engagement and vocational competency (ΔR*² = 0.06, p < .01). Findings suggest that cognitive engagement plays a critical role in fostering vocational competencies, highlighting the need for instructional strategies that enhance deep learning and reflective practice. Implications for curriculum design and student support systems are discussed, emphasizing the importance of aligning teaching methods with competency standards outlined in China’s vocational education reforms. Limitations include reliance on self-reported data and regional sampling, calling for longitudinal studies and broader generalizability tests.

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