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:
1. Associate Professor. Dr. Tran Thi Le Thu
2. 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


1

INTRODUCTION
1. 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.
2. 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.
3. 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

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4. 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
5. 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.
6. 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, 3 lecturers, 2 administrator
There are 320 objects participating into official survey, including 302 ethnic
minority students (questionnaire survey); 9 ethnic minority students, 6 teachers, 3
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 3 schools with many ethnic groups in studying and
mainly ethnic minorities.
7. Approach and research methodology
7.1. Approach: Research is conducted on the basis of some psychological
approaches: operational approach, system approach, and development approach.


3

7.2. Specific research methods
Specific research methods include: document research, experts, questionnaire
surveys, in-depth interviews, case studies, impact experiments, mathematical statistics.
8. 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 3 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.
9. 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
3 chapters:
- Chapter 1. Arguments for psychological difficulties in vocational learning of

ethnic minority students.
- Chapter 2. Organization and research methods.
- Chapter 3. Practical research results on psychological difficulties of ethnic
minority students in vocational colleges in the North.


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Chapter 1
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


5

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 2 and 3.
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.


6

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,

7

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 3 levels.
- Level 1 - 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 2 - 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 3 - 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 3 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 1
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


8

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 3 levels (low, medium, high) and related factors and
objective factors affecting psychological difficulties in vocational learning of ethnic
minority students at vocational colleges.

Chapter 2
ORGANIZATION AND RESEARCHING METHOD

2.1. Organization and implementation of the research
2.1.1. Stage 1 - 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 2 - 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


9

Study
capacity

Poor
Excellent
Good
Fair

Moderate
Weak
Total

101
4
32
99
160
7
302

33,4
1,3
10,6
32,8
53,0
2,3
100,0

In-depth interview with 18 cases. In each school, in-depth interviews with 03
students, 02 lecturers and 01 manager.

2.1.3. Stage 3 - Proposing measures of impact and experimental organization: On
the basis of theoretical and practical research on psychological difficulties in vocational
learning, ethnic minority students propose impacting and experimental measures to
determine the effectiveness of measures.
2.2. Research Methods
2.2.1. Research methodology: Analyzing, synthesizing, summarizing and
generalizing researches at domestic and abroad related to psychological difficulties,

vocational learning, psychological difficulties in vocational learning, and ethnic
students, psychological difficulties in vocational learning of ethnic minority students
and influencing factors. Since then, tools and concepts are built up.
2.2.2. Expert method: Conducting consultations with psychologists, instructors
and lecturers of vocational colleges when selecting research issues, developing outline,
designing tools, organizing experiments, writing reports on research results of the topic
2.2.3. Method of survey by questionnaire: the main method is used to
understand the manifestations of psychological difficulties in vocational learning and
the factors affecting this difficulty of ethnic minority students at vocational colleges
in the Northern region.
2.2.4. In-depth interview method: Collect, supplement, check and clarify the
information obtained from the actual survey by personal questionnaire.
2.2.5. Case study method: The case study is prepared in advance into the
problem areas: information about family, self and the process of learning, living,
understanding manifestations of psychological difficulties and weaknesses factors
affecting psychological difficulties.
2.2.6. Experimental method: Based on the on-site survey results of psychological
difficulties in vocational learning of ethnic minority students in vocational colleges in
the North, among students who participating in a large-scale survey, 18 students are
selected with high psychological difficulties to join the experimental group.
Experimental process takes place continuously to equip self-awareness skills, positive
thinking, team work and experiential learning methods to enhance confidence in
vocational learning ability and proactive and positive in vocational learning, thereby
reducing psychological difficulties in vocational learning for these students.
2.2.7. Methods of data processing using mathematical statistics: Quantitative
data obtained from practical surveys are processed by the program with SPSS version
21.0, parameters and statistical operations used as statistical analysis to describe and
analyze inference statistics.

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Sub-conclusion of chapter 2
The research is carried out in a strict organizational cycle of 3 stages to show
systematic and logical assurance. The topic has used a combination of quantitative and
qualitative research methods. Collected data is processed so that the results and
conclusions are reliable and scientifically valid. Quantitative survey results are more
clearly portrayed through in-depth interviews and verified through impact experiments.
Since then, the objective and scientific research results have been obtained, confirming
the feasibility and reliability of the two proposed psychological measures.

Chapter 3
RESULTS OF ACTUAL RESEARCH ON PSYCHOLOGICAL
DIFFICULTIES IN VOCATIONAL LEARNING OF ETHNIC MINORITY
STUDENTS AT VOCATIONAL COLLEGE IN THE NORTH
3.1. Situation of psychological difficulties in vocational learning of ethnic
minority students in vocational colleges in the North
Practical research focuses on the main issues of ethnic minority students in the
Northern vocational colleges in the following:
- Learn the situation of psychological difficulties in vocational learning in three
aspects: awareness, emotion and skills.
- Analyze a number of subjective and objective factors affecting psychological
difficulties in vocational learning.
- Propose a number of psychological measures and organizing experimental
effects to reduce psychological difficulties in vocational learning, thereby
contributing to improving their learning efficiency.
3.1.1. The level of psychological difficulties in vocational learning of ethnic
minority students in vocational colleges in the North
Students with psychological difficulties in vocational learning are at an average
level (GPA = 2.45), they encounter many psychological difficulties in terms of skills,

followed by awareness and ultimately emotion (Grade point average in turns are
2.42, 2.44 and 2.49).

Psychological difficulties in term of
awareness

Psychological difficulties in term of
emotion

Psychological difficulties in term of skill

Figure 3.1. Psychological difficulties in vocational learning of ethnic minority
students in vocational colleges in the North (Grade point average)
Note: The higher the GPA, the less likely that ethnic minority students in vocational
colleges will experience difficulties in vocational learning


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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
1 Psychological difficulties in cognition
2 Psychological difficulties in emotion
3 Psychological difficulties in skill

4 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 <, 05; ** when
P <0.01 and *** when P <0.001. The higher the GPA, the lower the psychological difficulty.

3.1.2. The manifestations of psychological difficulties in terms of awareness
in basic vocational learning stages of ethnic minority students in vocational
colleges in the North

Psychological difficulties in term of
awareness to learning tasks in class

Psychological difficulties in term of
awareness to learning tasks and selfresearch

Psychological difficulties in term of
awareness to vocational practice

Chart 3.2. Psychological difficulties in cognitive stages of vocational learning basic
of ethnic minority students in vocational colleges Northern region (GPA)
Note: The higher the GPA, the more students understand the role, meaning, importance
when undertaking apprenticeship tasks (the less the psychological difficulty is perceived)


12

Students are aware of having to perform tasks in the basic vocational learning
stages at an average level (GPA = 2.43). These students have psychological
difficulties in terms of recognizing the highest level of practice tasks, followed by
self-study and self-study tasks; finally, the theoretical learning tasks in class (the
corresponding GPA is 2.33, 2.47 and 2.50).
3.1.3. Expressions of emotional difficulties in emotional aspects in basic
vocational learning stages of ethnic minority students in vocational colleges in the North
Emotion of students when performing vocational tasks at an average level (GPA =
2.51). They have the highest emotional psychological difficulties when performing selfstudy and self-research tasks, followed by classroom theoretical tasks; finally, the tasks of

practice practice (with corresponding GPA of 2.33, 2.40 and 2.81).

Psychological difficulties in term of
emotion to learning tasks in class

Psychological difficulties in term of
emotion to learning tasks and self-research

Psychological difficulties in term of
emotion to vocational practice

Chart 3.3. Emotional psychological difficulties when performing vocational
learning tasks of ethnic minority students in vocational colleges Northern region
(GPA)
Note: The higher the GPA, the more positive the student will be (the less emotional
emotional difficulties) when implement vocational tasks.

3.1.4. The manifestations of psychological difficulties in terms of skills in
basic vocational learning stages of ethnic minority students in vocational colleges
in the North

Psychological difficulties in term of skill to Psychological difficulties in term of skill to Psychological difficulties in term of skill to
learning tasks and self-research
learning tasks in class
vocational practice

Figure 3.4. Psychological difficulties in terms of skills to perform vocational
learning tasks of ethnic minority students at vocational colleges in Northern region
(GPA)

Note: The higher the GPA, the more successful the student will
perform the tasks (the less the psychological difficulty is in terms of skills) in
the three basic stages of vocational learning


13

Psychological difficulties in terms of skills in vocational learning of students
are at average level (GPA = 2.42). They have psychological difficulties in terms of
skills to perform the tasks of practicing the profession at the highest level, followed
by self-study and self-research tasks; finally, the theoretical learning tasks in the class
(with corresponding GPA of 2.36, 2.45 and 2.46).
3.2. Some factors affecting psychological difficulties in vocational learning
of ethnic minority students in vocational colleges in the North
3.2.1. Some personal psychological characteristics of ethnic minority
students in vocational colleges in the North
3.2.1.1. Confidence in vocational learning ability of ethnic minority students in
northern vocational colleges: Students are most confident in practical skills after
going through the process of studying at school and at production facilities.
Secondly, the belief in learning ability is not inferior to other students. The third is
the ability to record and comprehend the knowledge delivered in class. However, the
ability to apply science and technology (using computers and other popular
peripheral devices) is still limited, the ability to study independently and proactively
is still weak.
3.2.1.2. Positiveness and pro-activeness in vocational learning of ethnic
minority students in vocational colleges in the North: The determination and effort to
achieve learning goals is the highest manifestation of active and positiveness in
ethnic minority students. Some students have made efforts to study in their abilities,
but some students have not really overcome difficulties such as staying up late to
complete their learning tasks and not actively speaking about building up lessons.

3.2.1.3. The ability to use the Mandarin language of ethnic minority students
in the Northern vocational colleges: Good listening, writing and exchanging skills
help students absorb the lectures quite fully but with limitations in reading materials,
debating and presenting, students do not expand their knowledge and express their
views and affect their academic performance.
3.2.2. Conditions for vocational learning of ethnic minority students in vocational
colleges in the North
3.2.2.1. Teaching capacity and methods of lecturers in vocational colleges in
the Northern region: although highly appreciated for experience, activeness and
creative positiveness in teaching and guiding students of teachers, but the content
and knowledge of teachers is not appreciated by students. According to the students,
the experience and the positiveness, the initiativeness of the lecturers are not enough,
they need to regularly update their knowledge, build a rich teaching content, match
the times and the capacity of students.
3.2.2.2. Conditions and facilities for practicing practice in vocational colleges
in the Northern region: conditions and means of practice of students are relatively
diverse but uneven in quality. The necessary conditions such as classrooms, libraries,
lighting systems are considered good, sufficient conditions such as documents,
curriculum, laboratories, practice facilities are not appreciated. This is a problem
that students have not really reassured to study.
3.2.2.3. Family support: Families play an irreplaceable role in assisting students


14

in vocational learning and are mainly mentally supported, material support but not
much because family's conditions do not allow. The most support for ethnic minority
students from families is to facilitate time, the second is comfort, encouragement, thirdly
to support living expenses and finally to reward, to motivate the material when there are
achievements.

3.2.3. Impact of some factors on psychological difficulties in vocational
learning of ethnic minority students at vocational colleges in the North
3.2.3.1. The correlation between some affecting factors and psychological difficulties
in vocational learning of ethnic minority students at vocational colleges in the North
a) The correlation between psychological difficulties in vocational learning of
ethnic minority students at vocational colleges in the North and some subjective factors
The correlation between psychological difficulties in vocational learning and
subjective factors
 Correlation between psychological difficulties in vocational learning in
terms of cognition and subjective factors: Self-confidence in the ability to learn
vocational skills is most closely correlated with psychological difficulties in cognitive
vocational learning (r = 0.523 and P <0.01). Thus, the more confident students are
in their vocational learning ability, the less psychological difficulties in cognitive
apprenticeship and vice versa. Next is the ability to use the Mandarin language and
the activeness of active learning with a less stringent correlation coefficient of 0.520
and 0.432 respectively with P <0.01.
Diagram 3.1. Correlation between psychological difficulties in vocational learning
in terms of awareness and some subjective factors
r = 0,523
Psychological
difficulties in
terms of
awareness

**

r = 0,432**
r = 0,520**

Confidence in

personal ability in
vocational learning
Active and
proactive in
vocational learning
Ability to use
common language

Note: on the diagram, the correlation coefficients are statistically significant with r
** when P <0.01 and r is the pearson correlation coefficient.

 Correlation between psychological difficulties in emotional face-to-face
vocational learning and subjective factors: Psychological difficulties in emotional
apprenticeship are most closely correlated with self-confidence in vocational
learning ability. (r = 0.582 (P <0.01). Actively active vocational learning is more
closely correlated with emotional difficulties in emotional vocational learning
compared to the ability of the students to use the common language. Ethnic
minorities with r of 0.563 and 0.509 respectively (P <0.01).


15

Diagram 3.2. Correlation between emotional psychological difficulties and some
subjective factors
r = 0,582**
Psychological
difficulties in term
of emotion

r = 0,563**

Confidence in personal
ability to vocational learning
Active and proactive
vocational learning

r = 0,509*
Ability to use common
language

Note: In the diagram, the correlation coefficients have statistical meaning with r **
when P <0.01 and r is pearson correlative coefficients.

 Correlation between psychological difficulties in vocational learning in
terms of skills and subjective factors: Self-confidence in vocational learning ability
has the most positive correlation with psychological difficulties in vocational
learning with r = 0.647 (P <0.01). The second is the ability to use Mandarin with r =
0.521 (P <0.01). And the least consistent is the positive, active in vocational learning
with the correlation coefficient r = 0.439 (P <0.01).
Figure 3.3. Relationship between psychological difficulties in terms of skills and
some subjective factors
r = 0,647**
Psychological
difficulties in
terms of skills

r = 0,439**
r = 0,521**

Confidence in

vocational learning
Positive and active
vocational learning
Ability to use common
language

Note: The diagram shows a statistically significant correlation with r ** when P
<0.01 and r is pearson correlative coefficients.

b) The correlation between psychological difficulties in vocational learning of
ethnic minority students at vocational colleges in the North and some objective factors
 Correlation between psychological difficulties in apprenticeship in terms of
cognition and objective factors: Psychological difficulties in vocational learning with
cognition are most closely correlated with the capacity and teaching methods of
teachers (r = 0.243 and P <0.01). The second is family support (r = 0.229 and P
<0.01). And the conditions and means of practice are most closely correlated with r
= 0.216 (P <0.01).


16

Figure 3.4. Relationship between psychological difficulties in vocational learning
in term of awareness and some objective factors
r = 0,243**
Capacity and
teaching
methods of
lecturers

Psychological

r = 0,216**
difficulties in
terms of
r = 0,229**
awareness

Conditions
and means of
vocational

Note: The diagram shows a statistically
significant
Support
from thecorrelation with r ** when P
<0.01 and r is pearson correlation coefficients.family

family
 Correlation between psychological difficulties in emotional vocational
learning and objective factors: Psychological difficulties in vocational learning
about emotions have the most positive correlation with the capacity and teaching
methods of teachers (r = 0.276, P <0.01). Support from families and conditions and
means of practice are two factors that have the same close correlation with
emotional difficulties in vocational learning with r = 0.212 (P <0.01).
Figure 3.5. Correlation between psychological difficulties in term of
emotion and some objective factors
r = 0,276**

Pschological
difficulties in
term of

emotion

r = 0,212**

Capacity and
Conditions
r = 0,212**
teaching
and means of
Note: The
statistically
methods
of diagram shows only the correlation coefficients which are
vocational
significant
with
r
**
when
P
<0.01
and
r
are
pearson
correlation
coefficients.
lecturers
practice
Support

from
Correlation between psychological
difficulties
in vocational training in terms
family
of skills and objective factors: psychological difficulties in vocational learning in

skills are most closely correlated with the capacity and teaching methods of teachers
(r = 0.209 and P <0.01). With r = 0.204 and P <0.01, professional practice conditions
and facilities are closely correlated with the second.


17

Figure 3.6. The correlation between psychological difficulties in terms of skills and
some objective factors
r = 0,209
Capacity and
teaching
methods

**

Psychological
difficulties in
terms of skills

r =0,198**

Support from

family

r = 0,204**
Conditions
and means
of
vocational
practice

Note: The diagram only shows significant correlation coefficients with r ** when P
<0.01 and r is Pearson correlation coefficients.

3.2.3.2. Forecast of changes in psychological difficulties in vocational learning of
ethnic minority students at vocational colleges in the North when the factors change.
a) Forecast of changes of psychological difficulties in vocational learning of
ethnic minority students at vocational colleges in the North when the single effecting
factors change
Table 3.15. Forecasting the degree of change in psychological difficulties in
vocational learning when single independent elements change
Dependent variable (r2) –
expression of psychological
Independent variable
difficulty in aspects
Awareness Emotion
Skill
Subjective factors
1. Self-confidence in the ability to learn vocational skills 0,274*** 0,338*** 0,419***
2. Activeness in vocational learning
0,187*** 0,317*** 0,193***
3. Ability to use Mandarin language

0,270*** 0,259*** 0,272***
Objective factors
4. Capacity and teaching methods of lecturers
0,059*** 0,076*** 0,044***
5. Conditions and means for vocational practice
0,047*** 0,045*** 0,042***
6. Support from family
0,052*** 0,045*** 0,039***
Note: In the table, the regression coefficients are statistically significant with r ***
when P <0.001 and r2 are the first regression coefficients.

The degree of predicting the change to psychological difficulties in vocational
learning of students in awareness, emotion and skill when changing subjective and
objective factors allows to affirm that confidence in vocational learning ability;
positiveness and pro-activeness in vocational learning; the ability to use Mandarin
language and the ability and teaching methods of lecturers; conditions and means for
practicing professions; support from families affecting psychological difficulties in
vocational learning of ethnic minority students in vocational colleges in the North.


18

b) Forecasting the degree of change to psychological difficulties in vocational
learning of ethnic minority students in vocational colleges in the North when make
factors changes in group
Table 3.16. Forecasting the degree of change in psychological difficulties in
vocational learning when make elements changes in group
Independent variable in group

Dependent variables (r2) - Expression of

psychological difficulties in aspect.
Awareness
Emotion
Skill
***
***
0,350
0,422
0,456***
0,090***
0,097***
0,070***

1. Group of subjective elements
2. Group of objective factors
3. Self-confidence in the vocational ability of
0,293***
0,357***
0,426***
the self and the group of objective factors
4. Activeness in vocational learning and
0,227***
0,345***
0,221***
group of objective factors
5. Ability to use Mandarin and group of
0,292***
0,282***
0,280***
objective factors

6. Group of subjective elements and group of
0,360***
0,430***
0,458***
objective factors
Note: In the table, the regression coefficients are statistically significant with r ***
when P <0.001 and r2 are the first regression coefficients.

In order to minimize psychological difficulties in apprenticeship of students, there
must be a synchronous change of subjective and objective factors, in which special
attention should be paid to the following factors: confidence in learning ability your
profession; positiveness and pro-activeness in vocational learning; competence and
teaching methods of lecturers; conditions and means for vocational practice.
3.3. Impacting measures and results of experiments
3.3.1. Proposal of impacting measures
Measure 1: Improve confidence in the vocational learning of ethnic minority
students at vocational colleges in the North through learning, forming and developing
skills of self-awareness and positive thinking for students.
Measure 2: Enhance the activeness and positiveness of minority students at vocational
colleges in the North by equipping them with learning methods and teamwork skills.
Measure 3: Collaborate with lecturers of vocational colleges to improve teaching
methods in which students are taken as the center, and at the same time coordinate with
local authorities to organize various exchanges suitably with ethnic minority students in
order to attract children to actively participate, thereby to develop the ability to use
common language for these students.
Due to the research conditions and limited capacity, in this study, we conducted
experimenting measure 1 and 2.
3.3.2. Results of impact experiments
3.3.2.1. Confidence of ethnic minority students on their vocational learning
ability before and after experiment

After the impact, the confidence in the vocational learning ability of themselves has
increased (GPA = 2.61 - before the impact compared to GPA = 2.65 - after the impact).
Experimental results show that, after the impact and confidence in the vocational learning


19

ability of themselves have changed in a positive direction, at different levels, 18 students
participating in the experiment are more confident in my vocational learning skills.
3.3.2.2. Activeness and positiveness of ethnic minority students before and after experiment
After the experimenting impact, the positiveness and proactiveness in vocational
learning of students increased significantly (GPA = 2.85 - before the impact compared to
GPA = 2.55 - after the impact). Experimenting results show that the positive, proactive
nature of the student is most evident in the fact that they can stay up late at night to
complete delivered assignments and during the learning process, they often try to
achieve things under their ability.
3.3.2.3. Psychological difficulties in vocational learning of ethnic minority
students at vocational colleges in the north before and after experiment
After the experimenting impacts, the psychological difficulties in vocational
learning of ethnic minority students at vocational colleges have significantly reduced.
The psychological difficulties in all terms of awareness, emotion and skill that these
students face in the course of their vocational learning are lower than their psychological
difficulties after impacts (see Figure 3.5).

Before experimental practice
After experimental practice

Psychological difficulties in
term of awareness

Psychological difficulties in
term of emotion

Psychological difficulties in
term of skill

Figure 3.5. Psychological difficulties in vocational learning of ethnic minority students
at vocational colleges in the north before and after experiment (GPA)
Note: The higher the GPA is, the less ethnic minority students get psychological difficulties in
vocational learning.

After applying the impact measures, the psychological difficulty of awareness
decreases the most (GPA = 2.16 compared to GPA = 2.24), the second one is the
psychological difficulty of skills (GPA = 2, 25 compared to GPA = 2.30) and finally
the emotional psychological difficulty (GPA = 2.23 compared to GPA = 2.30).

Psychological difficulties in term of
awareness to learning tasks in class

Psychological difficulties in term of
awareness to learning tasks and selfresearch

* Before experimental practice

Psychological difficulties in term of
awareness to vocational practice

* After experimental practice

Figure 3.6. Psychological difficulties in vocational learning of ethnic minority

students at vocational colleges in the north before and after experiment (GPA)
Note: The higher the GPA is, the less ethnic minority students get psychological
difficulties in vocational learning.


20

After applying the impact measures to improve confidence in vocational
learning ability and enhance the activeness and activeness of students, the
psychological difficulty in awareness of theoretical tasks decrease mostly followed by
awareness in self-study, self-research and finally the awareness of practical tasks (the
difference in pre-and post-impact GPA is 0.11, 0.08 and 0.06).
* Before
* Before
experimental
experimental
practice
practice

Psychological difficulties in term of emotion to
learning tasks in class

* After
* After
experimental
experimental
practice
practice

Psychological difficulties in term of emotion to

learning tasks & self-research

Psychological difficulties in term of emotion to
vocational practice

Chart 3.7. Psychological difficulties in emotional vocational learning of ethnic
minority students at vocational colleges in the North before and after experiment
(GPA)
Note: The higher the GPA is, the fewer ethnic minority students get psychological
difficulties in term of emotion in vocational learning.

After the impact, psychological difficulties of emotion when performing
vocational learning tasks are reduced. The most reduction level belongs to the
psychological difficulties of emotion when implementing practical tasks (GPA = 2.60
compared to GPA = 2.50), the second is when performing self-study, self-research
tasks (GPA = 2.05 compared to GPA = 2.11) and finally when implementing the
theoretical learning tasks in class (GPA = 2.05 compared to GPA = 2.11).
* Before experimental practice

* After experimental practice

Psychological difficulties in term of skill to Psychological difficulties in term of skill to learning Psychological difficulties in term of emotion to
learning tasks in class
tasks & self-research
vocational practice

Figure 3.8. Psychological difficulty in terms of skills in vocational learning of ethnic
minority students in vocational schools in the north before and after experiment (GPA)
Note: The higher the GPA is, the fewer ethnic minority students have fewer
psychological difficulties in vocational learning.

The equipping method of learning experiences and teamwork skills has partly
helped students minimize psychological difficulties about skills to perform practical


21

tasks (GPA = 2.32 compared to 2.17), the second is the self-study and self-study tasks
(GPA = 2.39 compared to GPA = 2.46) and finally theory learning tasks in class (GPA
= 2.29 compared to GPA = 2.32).
In summary, under the influence of learning to form and develop self-awareness and
positive thinking skills, the confidence in the vocational learning capacity of 18 ethnic minority
students at vocational colleges, concurrently activeness and positiveness of students were
improved. Equipping with learning methods and teamwork skills combined with confidence in
the ability to learn and activeness and positiveness in vocational learning was enhanced after
learning has reduced the psychological difficulties of Aa three aspects of awareness, emotion
and skill at basic stages of vocational learning. In particular, the psychological difficulty in term
of skills from vocational practice dreased the most dramatically.
The application of two psychological measures in the experiment shows that these
are two effective measures to improve confidence in vocational learning ability and
positive and proactive skills in vocational learning and thereby reduce psychological
difficulties in vocational learning of students.
3.3.2.4. Analysis of illustration case: a typical case is studied on Nguyen V.Tr.
(with psychological difficulties of cognitive, emotion and skills at high-level), male,
19 years old, student in Son La College. Experimental process impacting on Tr.
conducted through 3 stages: (1) Determining the situation of Tr's problem; (2)
Implementing psychological impact measures; (3) Evaluation and ending to further
illustrate experimental results.
3.3.4. Conclusion on impact experimentation
3.3.3. Conclusion on impact experimentation

Impact experiment is implemented in a limited time and psychological
difficulties of ethnic minority students in vocational colleges due to many different
causes. In addition to the confidence in the vocational learning ability of the students,
the positiveness, pro-activeness in vocational learning, the psychological difficulties of
these students are also affected by many other factors such as the ability to use the
universal language, competence and teaching methods of lecturers, conditions of
facilities for practice, etc. Therefore, this impact experiment has some certain
limitations, but its results are initially for the following conclusions:
- Measures to improve self-confidence in vocational learning ability can be
applied and enhance the activeness and initiative in vocational learning by forming and
developing students' self-recognition skills, positive thinking, teamwork and
experiential learning methods and they will minimize the psychological difficulties of
ethnic minority students in vocational colleges.
- The prerequisite for successful implementation of psychological measures is to
establish trust relationships between the members participating in the experiment
(experimentalists and students). The necessary conditions to ensure the effective
application of psychological measures in practice is the voluntary and active
cooperation of ethnic minority students in vocational colleges in the North.
Sub-conclusion of chapter 3
Most ethnic minority students in vocational colleges in the Northern region
experience psychological difficulties in apprenticeship, emotion and skills, but are at an
average level. Ethnic minority students have the most difficult psychological difficulties,


22

followed by awareness and ultimately emotion. In terms of awareness and skills, ethnic
minority students have the most psychological difficulties when performing practical
tasks and highest emotion when performing self-study and self-research tasks.
Which vocational learning tasks students have the most psychological difficulties in

cognition, they also have the strongest negative emotions and the highest psychological
difficulty in performing tasks.
Among six impacting factors, the confidence in vocational learning ability,
positiveness and pro-activeness in vocational learning are two factors that have the
strongest impact on psychological difficulties in cognition, emotion and skills in
vocational learning of students.
Improve confidence in vocational learning through formation learning, develop
self-awareness skills, positive thinking skills and enhance positiveness, proactiveness skills by equipping experience learning methods and teamwork skills of
ethnic minority students are two measures to help reduce psychological difficulties in
vocational learning for children.

CONCLUSION AND RECOMMENDATION
1. Conclusion
1.1. For argument
Psychological difficulties in vocational learning of students are understood as the
lack of individual psychological factors that hinder vocational learning activities of
ethnic people with less population than the majority of the population. Vietnam, in the
process of acquiring and accumulating professional knowledge and skills in vocational
colleges, makes vocational learning activities of these people less effective and
expressed in three aspects: receiving knowledge, emotion and skill when implementing
the three basic stages in vocational learning: learning theory in class; self-study, selfstudy and practice of these students.
Research results show 3 levels of psychological difficulties in vocational learning
(low, medium, high) and subjective factors (confidence in the ability of vocational
learning of themselves; positive and proactive nature vocational learning, the ability to
use Mandarin language, objective factors (competencies, teaching methods of teachers;
conditions, means of practice and support from families) affect psychological difficulties
in ethnic minority students' vocational learning.
1.2. For reality
Most ethnic minority students in vocational colleges in the Northern region have
psychological difficulties in vocational learning in aspects of awareness, emotion and

skill, but only at an average level. They have psychological difficulties about the most
skills, the second is awareness and ultimately emotion.
In terms of awareness and skills, ethnic minority students have the most difficulty
in the practice practice and emotionally, these students have difficulties with the highest
level of self-study and self-research.
Which vocational learning task for ethnic minority students has the most
psychological difficulties in cognition, they have the strongest negative emotion and also
the highest psychological difficulty in performing that task. Which task that students
have psychological difficulties and negative emotions then at least they have the lowest
psychological difficulties of skills.
Male students have psychological difficulties in vocational learning on three


23

aspects of awareness, emotion and skills higher than female students. The first and
second - year students have the same level of psychological difficulty in vocational
learning in all three aspects of awareness, emotion and skill. Compared to third-year
students, the first and second - year students have psychological difficulties on three
levels of awareness, emotion and skill at a higher level.
Self-confidence in self-learning ability and positive, proactive vocational learning
are the two most influential factors on psychological difficulties in cognition, emotion
and skills in vocational learning of ethnic minority students. These are two factors that
need special attention when looking for measures to minimize psychological difficulties
in their vocational learning. The highest predictability of psychological difficulties in
vocational learning of ethnic minority students belongs to the group of subjective factors
and group of objective factors.
Experimental results show that improving self-confidence in vocational learning
ability of self and enhancing positive and proactive vocational learning are two measures to
minimize psychological difficulties in vocational learning of ethnic minority students. In

order to improve self-confidence in vocational learning ability, it is necessary to train to
develop and enhance self-awareness skills, positive thinking skills for students and to
enhance the positive and proactive vocational learning, equip them with the method of
learning experiences and teamwork skills.
The application of two psychological measures in the experiment shows that these
are two measures that can improve confidence in vocational learning ability and enhance
the positive, proactive vocational learning to reduce students' psychology difficulties in
vocational learning of students. However, these are not measures to bring absolute
success because in addition to the subjective and objective factors considered in this
study, psychological difficulties in vocational learning of ethnic minority students are
also affected by many other factors such as family, school, group of friends, society, etc.
2. Recommendation
2.1. For vocational college
In order to support students to reduce psychological difficulties of cognition,
emotion and skills in performing vocational learning tasks, the school needs to improve
confidence in students' vocational learning ability and enhance activeness and proactiveness in vocational learning by regular and continuous organization of learning
courses to develop skills: self-awareness, positive thinking, group work and equip them
with methodology for experiences.
Schools need to develop a model of psychological assistance (or set up a school
counseling office) to help students respond effectively to psychological difficulties in terms of
cognition, emotion and skills that they meet in the vocational learning process.
2.2. For lecturer
Lecturer needs to innovate teaching methods in the direction of promoting the
activeness, pro-activeness, self-study and learning of students; more attention should be paid to
guiding appropriate learning methods for students to reduce psychological difficulties in
vocational learning when approaching new teaching methods at the college levels.
Teachers need to pay attention to the learning of students, learn the physiological
characteristics, family circumstances and customs of each student, thereby giving
appropriate ways to support them to reduce difficulties reason when performing the task of
learning theory in class, self-study and practice.

Regularly pay attentions to helping students in the study and life, lecturers are as
solid spirit of students in new living and learning environments, who create favorable
conditions for them to develop their self-study force, showing all your abilities.
Support students to increase awareness fully and accurately; create positive