Does academic achievement matter? Linking learning engagement to employment quality among vocational students

Introduction: This study aims to explore the relationships among learning engagement, academic achievement, and employment quality for vocational school students in China. Learning engagement, defined by cognitive, emotional, and behavioral dimensions, plays a crucial role in academic achievement and employment quality. Method: Data from 624 graduates of vocational schools in Hunan Province in China were analyzed using structural equation modeling (SEM). Results: Findings revealed that cognitive, emotional, and behavioral engagement significantly predicted academic achievement, while only cognitive engagement had a direct positive impact on employment quality. Notably, academic achievement was found to have no significant direct effect on employment quality. Urban students reported higher employment quality than their rural peers, emphasizing disparities in educational and economic opportunities. Many graduates lacked formal labor contracts and alignment between their jobs and training, reflecting structural barriers to quality employment. Discussion: Recommendations include fostering learning engagement through targeted teaching strategies, career preparation education, and policies to reduce urban-rural disparities. Enhancing vocational education quality and promoting access to higher education can improve outcomes for vocational school students. The findings highlight the need for systemic reforms in vocational education to bridge gaps in learning engagement, academic achievement, and employment quality.