Teacher Support, Achievement Goal Orientation, and Learning Engagement Among Vocational University Students in Guizhou Province, China

This study examined the current levels of teacher support, achievement goal orientation, and learning engagement among vocational university students in Guizhou Province, China.By Using stratified random sampling, 421 valid questionnaires were collected from Guiyang Healthcare Vocational University.Adapted instruments were employed to measure perceived teacher support, achievement goal orientation, and student learning engagement.Descriptive statistics indicated that teacher support was perceived at a moderate to slightly low level, with emotional support rated highest and competence support lowest.Achievement goal orientation and learning engagement were both found to be relatively low overall.The findings suggest that many students experience difficulty in maintaining academic motivation and active participation, which may be related to insufficient teacher-student interaction, limited academic challenge, and unclear learning goals.The results underscore the need to improve instructional support, clarify academic goals, and strengthen student engagement in vocational undergraduate education settings.