The Influence of Personality and Teacher Support on Engagement and Academic Achievement in Vocational Education in China: A Five-Factor Model and Self-Determination Theory Approach
Keywords:
Personality Traits; Student Engagement; Academic Achievement; Teacher Support; Vocational Education in ChinaAbstract
This study aims to examine the influence of personality traits and teacher support on student engagement and academic achievement in Chinese vocational education. It is grounded in the five-factor model of personality and self-determination theory (SDT). Specifically, it sought to: (1) determine how the five personality traits predicted engagement and achievement and (2) assess the moderating role of teacher support in these relationships. Data were collected through a structured questionnaire from 372 vocational students across three Chinese provinces using a stratified random sampling technique. The analysis was conducted using Partial Least Squares Structural Equation Modeling (SmartPLS 4) to test both direct and moderating effects. The results indicated that openness, conscientiousness, extraversion, and agreeableness positively influenced student engagement and academic achievement, whereas neuroticism exerted a negative effect. Furthermore, teacher support significantly moderated these relationships by amplifying the positive effects of adaptive traits and mitigating the adverse impact of neuroticism. The study contributed new insights by integrating personality and motivation theories within a culturally contextualized vocational education framework, highlighting how supportive teaching could transform personality-driven tendencies into improved educational outcomes. These findings had practical implications for teacher training and curriculum design, aiming to foster engagement and performance in vocational education settings in China.
https://doi.org/10.26803/ijlter.24.12.8
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