khó khăn tâm lý trong học nghề của sinh viên dân tộc ít người ở các trường cao đẳng nghề khu vực phía bắc tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION -o0o BUI DUC MINH PSYCHOLOGICAL DIFFICULTY IN VACATIONAL LEARNING OF ETHNIC STUDENT AT VOCATIONAL LEARNING COLLEGE IN THE NORTHERN AREA Major: Psychology Code: 9.31.04.01 DOCTOR THESIS SUMMARY OF PSYCHOLOGY HANOI - 2019 The project is completed at: DEPARTMENT OF PSYCHOLOGICAL EDUCATION – HANOI NATIONAL UNIVERSITY OF EDUCATION Instructor: Associate Professor Dr Tran Thi Le Thu Associate Professor Dr Vu Ngoc Ha Reviewer 1: Prof Ph.D Tran Thi Minh Duc University of Social Sciences and Humanities, Vietnam National University Reviewer 2: Assoc Prof Ph.D Phan Thi Mai Huong Institute of Philosophy Reviewer 3: Assoc Prof Ph.D Nguyen Xuan Thuc Hanoi National University of Education The thesis will be put befo re the Board to protect thesis of School Meeting at the Hanoi National University of Education at on / /2019 It is possible to refer the thesis at the library: National library, Hanoi or library of Hanoi National University of Education INTRODUCTION Reason for topic choice Vocational learning and teaching activities in vocational colleges now play a very important role in training skilled labor resources to meet the needs of the current labor market By getting familiar with new studying environment with changes in the nature of main activities in comparison with high school, students at vocational colleges met psychological difficultieis in vocational learning at different levels The input level of ethnic minority students is not high, many of them are not fluent in Vietnamese, they are not yet brave in the exchange of learning, the demand and motivation of vocational learning are not high This causes many difficulties for the students in the vocational learning process Vocational learning results of ethnic minority students in vocational colleges are often quite low One of the reasons for this situation is psychological difficulties in their vocational learning The Party and State have issued specific vocational learning guidelines and policies for mountainous, deep-lying, remote and ethnic minority areas such as building schools and classes, teachers and investment facilities, supports for learning costs, etc to facilitate ethnic minority people to access vocational learning However, the reality has not met the demand of quality improvement for human resources in these areas Psychological difficulties in vocational training of ethnic minority students in vocational colleges have not been studied fully and systematically Studying this issue helps to build the concept of psychological difficulties in vocational training of ethnic minority students in vocational colleges, understand more fully and clearly the manifestations, level and impacts on psychological difficulties in both theoretical and practical aspects Since then, effective measures can be made to minimize psychological difficulties for students Starting from the above reasons, the selection and research of the topic "Psychological difficult in vocational learning of ethnic minority students in vocational learning college in the Northern" are necessary Purposes of the thesis Study on the theory and reality of psychological difficulties in vocational learning of ethnic minority students in vocational learning college in the Northern and influencing factors; on that basis, some psychological methods are proposed to help ethnic minority students minimize their psychological difficulties in vocational learning Object and subject of the thesis 3.1 Subject of the thesis Expression and level of psychological difficulty in vocational learning of ethnic minority students in vocational colleges in the North 3.2 Object of the thesis Ethnic minority students, lecturers, administrators of vocational colleges in the North and psychologists Hypothesis of the study 4.1 Most ethnic minority students in vocational colleges in the Northern region have psychological difficulties in vocational learning 4.2 Confidence in their ability to learn, the ability to use common language, the activeness of ethnic minority students in vocational colleges and capacity as well as teaching methods of lecturers with vocational practice conditions are the factors that strongly affect the psychology of vocational study to these students 4.3 Increasing self-confidence in vocational learning and enhance and activeness for ethnic minority students in vocational colleges in the North are two psychological methods that contributes to minimize the psychological difficulties in vocational learning of these students Tasks of the research 5.1 Develop theoretical foundations on psychological difficulties and psychological difficulties in vocational learning of ethnic minority students 5.2 Assessing the current situation of psychological difficulties in vocational learning of ethnic minority students in the Northern vocational colleges and analyzing some subjective and objective factors affecting psychological difficulties of students 5.3 Proposing and implementing psychological support measures to help minority minority students in vocational colleges in the North improve self-confidence, proactive and active in vocational learning Limits of research scope 6.1 Limits of research content The thesis focuses on clarifying the manifestations (awareness, emotions, skills) and the level of psychological difficulties in vocational learning through the studying stages of ethnic minority students at vocational colleges in the north At the same time, study some subjective and subjective factors that affect the psychological difficulties in vocational learning of these students 6.2 Limits of researching objects Experts: 08 psychologists, 12 educational administrators and lecturers are working and teaching at vocational colleges There are 40 objects participating into the survey, including 35 ethnic minority students, lecturers, administrator There are 320 objects participating into official survey, including 302 ethnic minority students (questionnaire survey); ethnic minority students, teachers, administrators (in-depth interview) 6.3 Limits of research location The research was carried out at Lao Cai Vocational College; Son La College; Dien Bien Vocational College The selected sites are due to: (1) Lao Cai, Son La and Dien Bien are three provinces with many ethnic groups living in which the ethnic minorities are the majority; (2) Lao Cai Vocational College, Son La College, Dien Bien Vocational College are schools with many ethnic groups in studying and mainly ethnic minorities Approach and research methodology 7.1 Approach: Research is conducted on the basis of some psychological approaches: operational approach, system approach, and development approach 7.2 Specific research methods Specific research methods include: document research, experts, questionnaire surveys, in-depth interviews, case studies, impact experiments, mathematical statistics New contribution of the thesis 8.1 Contribution at the theorical aspect The thesis has systematized research directions in domestic and oversea on psychological difficulties in vocational learning of ethnic minority students; clarify the concepts of "psychological difficulties", "vocational learning", "ethnic minority students", "psychological difficulties in vocational learning of ethnic minority students" and manifestations of mental, emotional and behavioral psychological difficulties The dissertation has analyzed the influence of some subjective factors (confidence in the ability to learn vocational skills and ability to use Mandarin language, activeness and pro-activeness in vocational learning) and objective factors (capacity and teaching methods of teachers, conditions of vocational practice, support from families) to psychological difficulties in vocational learning of ethnic minority students 8.2 Contributions at the reality aspect Most ethnic minority students in vocational colleges in the North have psychological difficulties in vocational learning in three aspects of awareness, emotion and skill, in which the most difficult skills are almost Male students have more psychological difficulties than female students, first-year students and second year have more psychological difficulties than third-year students Subjective and objective factors affect the psychological difficulties of ethnic minority students in vocational colleges in the North The confidence in the vocational learning ability of the students, the activeness of students to actively learn the vocational skills, the capacity and teaching methods of the lecturers and the conditions and means of practice are the most influential factors to reduce psychological difficulties in their vocational learning Based on the results of theoretical and practical research, propose psychological measures to minimize psychological difficulties in vocational learning of ethnic minority students and select two measures to improve confidence in their ability to learn jobs and enhance their activeness and positiveness in vocational learning to experiment impacts The results show that the feasibility of two measures in contributing to minimizing psychological difficulties in vocational learning on three aspects of awareness, emotion and skill in these students Structure of the thesis In addition to the introduction, conclusions and recommendations, the list of works published by the author, references and appendices, the thesis consists of chapters: - Chapter Arguments for psychological difficulties in vocational learning of ethnic minority students - Chapter Organization and research methods - Chapter Practical research results on psychological difficulties of ethnic minority students in vocational colleges in the North Chapter THEORICAL BASES FOR PSYCHOLOGICAL DIFFICULTIRIES IN VOCATIONAL LEARNING OF ETHIC MINORITY STUDENTS 1.1 Overview of the research on psychological difficulties in students' vocational learning 1.1.1 Studies on psychological difficulties in vocational training of students in foreign countries 1.1.1.1 Studies on manifestations of psychological difficulties in vocational learning of students of colleges and universities: Manifestations of psychological difficulties in vocational learning of students of colleges and universities include: 1) Negative emotions arise in the process of studying at colleges and universities: boredom, anxiety, stress, frustration, sadness, fatigue, loneliness (Anson, Bernstein and Hobfoll, 1984; Fine and Carlson, 1994; Sarason and Sarason, 2002; Sherina, Lekhraj and Nadarajan, 2003; Andrew and Wilding, 2004; Dusselier, Dun, Wang, Shelley and Whalen, 2005; Truong Kien Hoa, 2006; Palmer and Puri, 2006; Zaid, Chan and Ho, 2007; Promise, 2008; Ly Ve, 2010; etc) 2) The problem of adapting to the learning environment in colleges and universities and often occurs in fresh students (Ho Ke Hong, 2000; Ly Xuan Huong, 2001; Quinn, Muldoon and Hollingworth, 2002; Sade and Coll, 2003; Palmer and Puri, 2006; Luu Loi, 2010; etc) 3) Psychological disturbances, more commonly self-injuriousness to the body, eating disorders, use of stimulants, school sexual assault, early sexual abuse, suicide (Levine and Cureton, 1998; Gallagher, Gill and Sysko, 2000; Gallagher, Sysko and Zhang, 2001; ) 4) Difficulties in self-awareness, awareness and attitude towards learning (Cross, 1978; Darkenwald and Merriam, 1982; Merriam 1984; Corn, 1995; Sher, Wood and Gotham, 1996; ) Many foreign authors have been interested in studying and expressing psychological difficulties in students' learning and are considered at the emotional level (anxiety, stress, fatigue, etc.), expression at awareness and behavior level in the psychological life of students is less studied 1.1.1.2 Studies on the causes of psychological difficulties in vocational learning of students of colleges and universities: The main causes of psychological difficulties in students' learning such as transfer of education and changes in environment school, inconsistency, immaturity of personality, motivation, learning attitude, lack of timely support of schools, lecturers However, the psychological difficulties of ethnic minority students and students in learning from their confidence in their ability to learn, the ability to use common language, the positiveness and activeness in vocational learning, conditions and methods, convenient practice, competence and teaching methods to guide the practice of teachers, support from the family These factors are rarely mentioned by foreign authors and will be initially studied in this thesis 1.1.1.3 Studies on the impact of psychological difficulties in vocational learning on the learning effectiveness of students of colleges and universities: psychological difficulties (stress, anxiety, sadness, fatigue ) make students feel depressed, frustrated, hopeless and seriously and affect their students' learning, reduce their academic performance and negatively affect their future careers (Anson, Bernstein and Hobfoll, 1984; Fine and Carlson, 1994; Brackney and Karabenick, 1995; Sarason & Sarason, 2002; Dusselier, Dun, Wang, Shelley and Whalen, 2005; Truong Kien Hoa 2006; Goodwin, 2006; Huu Boi Khanh, 2008; Ly Ve, 2010; Chau Ngoc Long, 2010; Nhiep Ha, 2011) 1.1.1.4 Studies on support measures to minimize psychological difficulties in vocational learning of students of colleges and universities: To minimize psychological difficulties in learning, psychological consultations in school plays especially important in assisting students in identifying and achieving personal, academic and career goals to prevent psychological difficulties (Caplan, 1970; Cold and Siegel, 1990; Friend and Cook, 1996; Levine and Cureton, 1998, Choy, 2002; Archer and Cooper, 1998) In addition, awareness of learning needs to be developed, positive learning attitude should be built and external conditions need to be improved that affect student learning (Truong Kien Hoa, 2006; Ly Ve 2010) 1.1.2 Studies on the problem of psychological difficulties in vocational learning of students of colleges and universities in the country 1.1.2.1 Studies on manifestations of college and university students’ psychological difficulties during the learning: Psychological difficulties of students are diverse and complicated, expressing mainly in awareness, attitude/emotion and behavior/skills in learning stages (Nguyen Xuan Thuc and Dao Thi Lan Huong, 2007; Dang Thanh Nga, 2010; Duong Thi Kim Oanh, 2014; Dang Thi Lan, 2015; Pham Van Tuan, 2015) There are few in-depth studies showing the manifestations of psychological difficulties in the three stages of theory in the class; self-study and practice in the profession, especially the implementation of practice tasks in ethnic minority students in vocational colleges This will be the issue to be clarified by the thesis in chapters and 1.1.2.2 Studies on causes of college and university students’ psychological difficulties during the learning: subjective causes from students (there is no reasonable and unfamiliar learning method and new learning environment - Nguyen The Hung, 2008; Dang Thi Lan, 2016) and objective conditions (lack of books, textbooks, references - Nguyen The Hung, 2008; changes in learning environment Dang Thi Lan, 2016) will be the reasons that make learning activities arising in general and psychological difficulties in particular 1.1.2.3 Studies on measures to minimize college and university students’ psychological difficulties during the learning: In order to minimize psychological difficulties in students' learning, it is necessary to improve teaching methods and method for learning organization (Nguyen Xuan Thuc and Dao Thi Lan Huong, 2007); forming a reasonable learning method for students (Nguyen The Hung, 2008; Dang Thi Lan, 2016), and developing an appropriate psychological support model (Do Thi Hanh Phuc and Trieu Thi Huong, 2007) In summary, there are no topics in the psychology to study systematically and specifically about psychological difficulties in vocational learning of ethnic minority students in general and at the local vocational colleges in particular, especially in the background that this group of students often have more psychological difficulties than Kinh students This shows the necessity of the problem carried by the research 1.2 Psychological difficulties in vocational learning of ethnic minority students in vocational colleges 1.2.1 Psychological difficulties in vocational learning 1.2.1.1 Psychological difficulties: Psychological difficulties are understood as the lack of personal psychological factors that prevents the performance of individual activities and make them less effective, expressing in three aspects: awareness, emotion and skill 1.2.1.2 Vocational learning: vocational learning of students at vocational colleges is a key activity of the students in order to comprehend scientific knowledge, to form the necessary vocational skills of future high-tech workers Vocational learning of students at vocational colleges usually consists of three basic stages: Learning theory in class; self-study and self-research; career practice In each basic stage, there are often certain learning tasks 1.2.2 Ethnic minority students 1.2.2.1 The concept of ethnic minority students: Ethnic minority students are ethnic people with a smaller population than Kinh people in the territory of Vietnam, in the process of acquiring and accumulating professional knowledge and skills at colleges and universities to become professionals with active participation, working in a certain area and useful for society 1.2.2.2 Some psychological characteristics of ethnic minority students: In addition to the general psychological characteristics of students and ethnic minority students, there are some typical psychological features such as one-way thinking, afraid to go into complicated issues; easy to recognize what others say; flexible and quick thinking is limited; the ability to change methods, application, practical contacts is still slow, sometimes thinking mechanically, lack of active research, learn new things outside the content Honesty, straightforwardness, rustiness, courage, and clear for hate and love are outstanding features in the emotional life of these students Their feelings are secretive with little outward expression and sustainable friendship 1.2.3 Vocational colleges A vocational college is the public vocational education institution, directly under the People's Committee of centrally-run province/city, responsible for organizing college, intermediate and elementary vocational training; organizing regular training with time, methods and forms of training in accordance with the requirements of each training program to ensure the flexibility and suitability for each learner in accordance with socio-economic development needs and local human resource development planning; cooperating with higher education institutions to develop a transfer program to university level so that students can be connected according to cooperation projects and commitments between schools on the basis of compliance with the provisions of law 1.2.4 Psychological difficulties in vocational training of ethnic minority students in vocational colleges 1.2.4.1 The concept of psychological difficulties in vocational learning of ethnic minority students in vocational colleges: is the lack of psychological factors that prevent the performance of tasks at the basic stages in vocational learning of different ethnic people, there are fewer people than Kinh people in Vietnam, in the process of acquiring and accumulating professional knowledge and skills in colleges, making vocational learning of these people less effective and expressing in three aspects: awareness, emotion and skill 1.2.4.2 Expression of psychological difficulties in vocational learning of ethnic minority students: expressed in awareness, emotion and skills In terms of awareness, psychological difficulties are determined by understanding the roles, meanings, and importance of tasks in the three stages of vocational learning In terms of emotion, psychological difficulties are explored by expressing negative emotions (fatigue, anxiety, stress, dislike, unwillingness, confusion, pressure, fear, fear ) when implement vocational learning tasks In terms of skills, psychological difficulties are expressed at the maturity level of skills in conducting vocational learning tasks 1.2.4.3 Levels of psychological difficulties in vocational learning of ethnic minority students: Psychological difficulties in vocational learning of ethnic minority students are shown in levels - Level - Low: students have less psychological difficulties about cognition, emotion and skills when performing vocational learning tasks At level 1, students often try to solve problems themselves and can overcome difficulties - Level - Moderate: students in this group have moderate psychological difficulties, cognitive and skills when performing vocational tasks With the selfefforts and the support of teachers, friends and students who have difficulties at level 2, can overcome the psychological difficulties - Level - High: students in this group often have psychological difficulties about awareness, emotion and skills when performing the tasks of three vocational learning stages Students with difficulty at level must be supported by experts with professional psychological measures to overcome psychological difficulties and be able to achieve efficiency in their vocational learning 1.3 Factors affecting psychological difficulties in vocational learning of ethnic minority students Researchers have pointed out many factors affecting the psychological difficulties in learning and vocational learning of students at colleges and universities, including subjective and objective factors This study is interested in a number of subjective factors: Self-confidence in learning ability; positiveness, activeness in vocational learning; ability to use common and some objective factors: teaching capacity and methods of lecturers; conditions and means for practicing professions; support from family Sub-conclusion of chapter There are many studies in domestic and abroad about the psychological difficulties of students in learning, but only a few studies which discuss about psychological difficulties in the learning of ethnic minority students or difficulties Psychology in activities to learn a specific form of study, a specific subject In fact, there is no topic of psychology specialized in studying the system and specifically about psychological difficulties in vocational learning of ethnic minority students in general and vocational colleges in the North in particular Psychological difficulties in vocational learning of ethnic minority students at vocational colleges are understood as the lack of personal psychological factors, preventing the implementation of basic stages in vocational learning of ethnic people have less population than Kinh people in Vietnam, are in the process of acquiring and accumulating professional knowledge and skills in colleges, making their vocational learning less effective and expressing in three aspects: awareness, emotion and skill The thesis has pointed out levels (low, medium, high) and related factors and objective factors affecting psychological difficulties in vocational learning of ethnic minority students at vocational colleges Chapter ORGANIZATION AND RESEARCHING METHOD 2.1 Organization and implementation of the research 2.1.1 Stage - theoretical research Analyzing, summarizing, systematizing and generalizing researches at domestic and abroad on issues related to psychological difficulties in vocational learning of ethnic minority students in vocational colleges Point out the problems for research Identify relevant instruments and concepts 2.1.2 Stage - Survey and evaluation of the situation 2.1.2.1 Research purpose: Understanding and assessing the situation of psychological difficulties in vocational learning of ethnic minority students in Northern vocational colleges and influencing factors 2.1.2.2 Research content: Expressing psychological difficulties in vocational learning on three aspects of awareness, emotion, skills and some subjective and objective factors affecting this difficulty of ethnic minority students at Northern vocational college 2.1.2.3 Research sample: The distribution of quantitative research objects is shown in Table 2.1 Table 2.1 Characteristics of the studying object are ethnic minority students at vocational colleges Criteria Lao Cai Vocational college College Son La College Dien Bien vocational college The first year Study The second year year The third year Male Gender Female Tay Dao Ethnic Mong minority Thai Others (Muong, Nung, Day, San Chay, Kho Mu, Ha Nhi) Living From fail to good standard Moderate Near poor Quantity 101 102 99 94 111 97 228 75 56 58 68 81 Rate % 33,4 33,8 32,9 31,1 36,8 32,1 75,5 24,5 18,5 19,2 22,5 26,8 39 12,9 16 143 42 5,3 47,4 13,9 11 There are 48 ethnic minority students (15.9%) who have psychological difficulties in low-level vocational learning; 203 children, accounting for 67.2%) have a moderate psychological difficulty; 51 students accounted for 16.9% with high psychological difficulties Table 3.1 The level of psychological difficulty of ethnic minority students in vocational colleges in the North (%) Level of psychological difficulty Psychological difficulty Psychological difficulties in cognition Psychological difficulties in emotion Psychological difficulties in skill Psychological difficulties in vocational learning Low N 55 62 50 48 % 18,3 20,6 16,6 15,9 Intermediate N % 187 62,1 189 62,8 201 66,6 203 67,2 High N % 59 19,6 50 16,6 51 16,9 51 16,9 The psychological difficulty of male students' awareness, emotion and skills is higher than that of female students The first and second year students have the same level of psychological difficulty, first and second year students have more psychological difficulties in vocational learning than the third year (see Table 3.2) Table 3.2 Differences in psychological difficulties in vocational learning stages basic of ethnic minority students in vocational colleges in the Northern region follows the criteria Difference in GPA between two object groups in psychological difficulty Criteria Awareness Emotion Skill Gender Male and female students - 0,17** - 0,25*** - 0,18** The first and second Year The first and third - 0,37* - 0,29* - 0,35* The second and third - 0,30* - 0,25* - 0,26* Note: In the table, the statistically significant values are shown with * when P