Long-Duration Vocational Education’s Effects on Individuals’ Vocational Identity, Self-Efficacy, and Job Satisfaction

This paper focuses on students receiving vertically integrated vocational education and evaluates the impacts of long-duration vocational education (LDVE) on individuals' vocational identity, self-efficacy, and job satisfaction. Based on 1878 survey data, a logit model was used to analyze the influencing factors of students' participation in the vertically integrated vocational education (VIVE) program, and the propensity score matching (PSM) method was used to measure the effects. Moreover, the comparison was made in different VIVE models to find the heterogeneity of effects. The results showed that family background and major significantly negatively affected the odds of an individual receiving VIVE. Merely extending the duration of vocational education does not significantly improve vocational identity, self-efficacy, and job satisfaction. Furthermore, the results of the between-group difference analysis indicated that neither the secondary-to-higher VIVE model nor the higher-to-undergraduate VIVE model had a significant impact on individuals' vocational identity, self-efficacy, and job satisfaction. This research finding expands on the research achievements regarding the effects of LDVE. It can provide data references for the government and relevant institutions to pay attention to the quality and potential influence factors of LDVE.