Factors influencing Social Adaptation of Students in Chinese Higher Vocational Education: From Environment Factors and Cognitive Factors Perspectives

Abstract

This research delves into the pivotal elements that impact the ease with which students adjust socially within the ambit of China's higher vocational education framework, emphasizing environmental and cognitive dimensions. Amidst the rapid transformation of the Chinese economy and an increasing need for a skilled workforce, a discernible discrepancy between the outcomes of vocational education and the requisites of the job market becomes apparent. This discordance underscores the hurdles in student social integration, evidenced by psychological discomfort, reduced engagement in academic pursuits, and limited career prospects. Employing an exhaustive review of existing literature and a methodical quantitative analysis, the study seeks to assess the influence of instructional and experiential activities on the autonomy, skillset, connectivity, and creative awareness of students, alongside examining their collective effect on social integration. By applying structural equation modeling, the investigation reveals significant links between instructional and experiential activities and the aspects of autonomy, competence, connectivity, and creative awareness, which in turn positively affect social integration. These insights highlight the critical role of improving instructional quality, practical applications, and cultivating an environment that nurtures students' psychological needs and creativity in enhancing social integration outcomes.