PERSISTENCE PERSONALITY AND LEARNING ENGAGEMENT IN JIANGSU VOCATIONAL STUDENTS: THE ROLE OF MEANING & SUPPORT

Based on triadic reciprocal determinism and self-determination theory, this study investigates the mechanisms influencing learning engagement among secondary vocational students in Jiangsu Province of China. A total of 1,408 valid questionnaires were collected (effective response rate: 93.8%). Structural equation modelling was used to examine the mediating role of sense of life meaning and the moderating effect of social support. Results indicate that the four variables are positively correlated. Sense of life meaning partially mediates the relationship between persistence personality and learning engagement, while perception of social support strengthens this effect. Gender, grade, and major show differences in the influence paths, with grade having a particularly significant impact. These findings provide theoretical support for enhancing learning engagement and highlight the importance of fostering persistence, personality, a sense of life meaning, and a supportive social environment.