Since the COVID-19 outbreak, people have been spending more time in the online world because of restrictions on face-to-face communication due to epidemic prevention controls. This has also brought the issue of Internet addiction, including the overuse and negative effects of short videos, to the forefront of attention. Past research has found that Internet addiction has a negative impact on well-being. However, there is a special concept of positive emotion called “serendipity” (小确幸). Serendipity provides a small, fleeting but positive experience, yet it is often associated with negative perceptions from an outside perspective. However, the relationship between short video addiction and serendipity is not yet known. Based on this, a theoretical model was developed in the context of the I-PACE model. To understand the relationship between short video addiction and serendipity among college students, in this study, we conducted snowball sampling and distributed online questionnaires using the Wenjuanxing platform. The target population of the questionnaire distribution was vocational college students in China, of whom 985 valid study participants responded, yielding a valid return rate of 82.1%. Of the respondents, 410 (41.6%) were male and 575 (58.4%) were female. The results were as follows: a. short video flow had a positive relationship with serendipity, a negative relationship with achievement motivation, and a positive effect on short video addiction; b. short video addiction had a positive effect on serendipity and a negative effect on achievement motivation; and c. serendipity had a negative impact on achievement motivation. This shows that short video addiction, like other Internet addictions, can have a negative impact on students’ learning.

Teachers and parents are key participants in the growth of secondary vocational students, and can jointly support them. This study aimed to explore how the support of teachers and parents affects the academic performance of secondary vocational students and to reveal the ‘black box’ mechanism for their interaction and relationship. We adapted a Chinese version of a scale for secondary vocational students’ perception of teacher and parent support, drawing on self-determination theory. A survey was conducted through the Chinese questionnaire platform wjx.cn, and respondents were fully informed about the research. Data were collected from 710 secondary vocational students in Shanghai and analyzed using SPSS and AMOS. Our hypothesis model was verified, with results indicating that the support of autonomy, emotion, and ability provided by parents and teachers has a significant impact on students’ academic performance. The degree of learning engagement plays a mediating role in the relationship between support and achievement. The achievement goal orientation of students can adjust individual learning engagement, and further, affect the influence of teacher and parent support on academic performance. Teacher and parent support interactively influence learning engagement. The study findings suggest that an optimization strategy is needed to promote the academic improvement of secondary vocational students to meet students’ basic psychological needs and promote cooperation between family and school. Parents and teachers should also consider the impact of learning engagement and the learning process, and offer guidance in developing an appropriate achievement goal orientation and a positive learning concept.

As short video addiction has gradually become an emerging Internet behavioral addiction, its negative impacts on the student population have been noticed and cannot be ignored. Based on a literature review, this study referred to the person-process-content framework and drew on the ecosystem theory to define the relationship between short video addiction, learning avoidance motivation, learning commitment, and silent classroom behavior by using structural equation modeling. This study recruited 1000 participants from Chinese vocational colleges to fill out questionnaires. With an effective recovery rate of 94.6%, there were 946 effective study participants comprising 445 males (47%) and 501 females (53%). After it was confirmed that the data passed the reliability and validity tests, structural equation model analysis was carried out. The study results showed that short video addiction was positively correlated with learning avoidance motivation, but negatively correlated with learning commitment; on the other hand, study avoidance motivation was negatively correlated with learning commitment, but positively correlated with silent classroom behavior. Meanwhile, there was a negative correlation between learning commitment and silent classroom behavior. As a result, the negative correlation between short video addiction and learning behavior needs attention from parents and teachers.

Since the first Industrial Revolution in the 18th century, the gap for technical talent began to widen, and the concept of large-scale technical and vocational education and training (TVET) began to be advocated

The theory of cultural capital has long been applied to explain academic achievement. This qualitative study investigated first-year students in higher vocational colleges and, taking this low cultural capital group as an example, explored how cultural capital has affected their past teacher–student interactions. Participants described their experience of interacting with their teachers. We found that these students primarily experienced authoritative and laissez-faire teacher–student interactions. Students’ embodied and institutionalized cultural capital profoundly affected different aspects of the teacher–student interaction. In modern China, vocational and academic education are of the same status, so teachers should modify their evaluations based solely on academic achievement. When interacting with students, teachers should be more understanding and interact in a more student-centred way. Teacher training programmes should also be reformed, and training for teachers in general and vocational schools should be distinguished.