A Study On Determinants Of Academic Performance In Higher Vocational Colleges, Yunnan Province, China
Keywords:
Academic Performance, Vocational Education, Learning Environment, Teacher Attributes, Self-Efficacy, Yunnan, ChinaAbstract
Academic achievement in higher vocational colleges is affected by a variety of factors, such as the learning environment, teacher attributes, and students’ self-efficacy. This research explores the combined effects of these predictors on the academic success of students in vocational institutions in Yunnan Province, China. Employing a mixed-methods approach, data was gathered through structured questionnaires and interviews with both students and educators. The study investigates how classroom infrastructure, educational resources, teacher-student interactions, and instructional methods influence academic outcomes. It also examines the role of students’ self-efficacy, motivation, and goal-setting in their scholastic performance. Results indicate that a supportive learning atmosphere, effective teaching approaches, and strong student self-efficacy are positively associated with improved academic results. However, challenges such as outdated assessment practices, inconsistent evaluation standards, and limited institutional backing impede student achievement. The study highlights the necessity for educational policy reforms and pedagogical advancements to enhance the learning experience. These findings offer valuable insights for the development of vocational education strategies in China.References
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Copyright (c) 2025 Hongyan Sun, Eng Kim Vincent Wee
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Published by University Tun Abdul Razak (UNIRAZAK)
