Goal Setting, self-management skills, and evaluating ability of Chinese higher vocational college students

Abstract

This study explored the complex relationship among goal setting, self-management skills, and evaluating ability among Chinese higher vocational college students in the realm of e-learning. In an era marked by significant digital transformations in education, comprehending these factors is paramount for harnessing the full potential of e-learning environments. The research employed two research methods to investigate goal setting, self-management skills, and evaluating ability among Chinese higher vocational college students in e-learning contexts. A descriptive survey provided insights into population characteristics, behaviors, attitudes, and opinions. Concurrently, literature research explored contemporary findings, enriching scholarly discourse on the subject. In this study, proportional distribution of 630 questionnaires was conducted among students spanning three grades across three institutions. Subsequently, 544 valid questionnaires were collected and analyzed by SPSS software. The analysis revealed a predominantly female respondent group with fairly even distribution across various academic years and majors. Significant differences were observed in goal setting based on sex, except for mentor support, goal stress, and goal conflict. Differences were also noted in mentor support, goal stress, and goal conflict based on years of study, and across all variables of goal setting based on major.Regarding self-management skills, differences were evident in time management based on sex; selfregulated learning (goal-related) based on years of study; and self-regulated learning (goal-related), selfmotivation, and self-discipline based on major. Evaluating ability showed significant differences based on sex and on self-cognitive, self-reflective, and self-adjusting ability based on major. Furthermore, a notable correlation emerged between higher vocational college students' goal setting, self-management skills, and evaluating ability. This implies that improved goal setting leads to enhanced self-management skills and evaluating ability. Based on these findings, a student development plan was proposed to aid teachers in bolstering goal setting, self-management skills, and evaluating ability among Chinese higher vocational college students.