教师指导风格对高职学生竞赛参与动机的塑造OA

Skills competitions are not only a core platform for technical and skills training,but also a critical scenario that affects higher vocational students'learning engagement,professional identity and sustainable development motivation.Based on the self-determination theory,this paper conducts semi-structured interviews with 15 higher vocational students and graduates with skills competition experiences,to investigate the mechanism of how teachers'guidance styles shaping students'competition participation motivation.The study finds that higher vocational students'competition participation motivation is multi-source,dynamic and situational,which can be divided into intrinsic motivations such as learning,interest and achievement,as well as extrinsic motivations such as signal,benefit and responsibility.According to the two dimensions of task orientation and relationship orientation,teachers'guidance styles can be classified into leadership type,cooperation type,care type and laissez-faire type.Leadership-style guidance enhances short-term extrinsic motivation through rewards,instructions and supervision,but may compress students'independent space;cooperation-style guidance promotes the internalization of extrinsic motivation through shared decision-making,open communication and career development support;care-style guidance nurtures intrinsic motivation and psychological resilience with emotional support and positive feedback;laissez-faire guidance tends to cause motivation fading due to insufficient professional,emotional and resource support.Therefore,teachers should shift from"efficiency supremacy"to"growth orientation",and schools should improve the integration system of"post-course-competition-certificate"and process evaluation mechanism,so as to build a competition education ecology that supports students'sustainable development.