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| Analysis of mediating model of influence of perceived discrimination of secondary vocational school students on innovation motivation |
| DONG Dalei, CHEN Youqing, XU Moyang |
| Institute of Education and Psychology, Hohai University, Nanjing 210098, Jiangsu Province, China |
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Abstract Objective To explore the influence of perceived discrimination of secondary vocational school students on the innovation motivation, and investigate the mediating role of psychological capital and learning engagement between them. Methods A questionnaire survey was conducted among 1 060 secondary vocational school students by using personal perceived discrimination scale, positive psychological capital scale, learning engagement scale, and innovation motivation scale to analyze the performance of the secondary vocational school students and interrelationships among various factors. Results The level of perceived discrimination of the secondary vocational school students was significantly higher than that of the ordinary middle school students with similar age and rural left-behind middle school students, which was similar to that of impoverished college students. The scores of perceived discrimination of secondary vocational school students were significantly negatively correlated with psychological capital, learning engagement, and innovation motivation（r=-0.49, P<0.01; r=-0.38, P<0.01; r=-0.36, P<0.01）, but innovation motivation was significantly positively correlated withpsychological capital and learning engagement（r=0.70, P<0.01; r=0.92, P<0.01）. Psychological capital and learning engagement fully mediated between perceived discrimination and innovation motivation, including two paths: the independent mediating effect of psychological capital and the chain mediating effect of psychological capital and learning engagement. The mediating effects accounted for 11% and 80% of the total indirect effect, respectively. Conclusion The perceived discrimination of secondary vocational school students will indirectly lead to the reduction of their innovation motivation through psychological capital and learning engagement.
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