Teacher development of counseling on life skills for vocational college students in Guangxi Province, People’s Republic of China

Abstract

         This research aimed to investigate and compare the life skills of vocational college students in Guangxi Province, China classified by genders and parenting styles, and to study the trends in life skills counseling for vocational college students in Guangxi Province, China. The samples were 800 vocational college students, selected by using quota sampling technique with 400 males and 400 females of first and second years from four vocational colleges in Guangxi Province, China. The research instrument was a three-part questionnaire asking the 5 aspects of life skills including cognitive ability, self-awareness, effective communication - interpersonal relationships, adjusting emotions - dealing with stress, and Empathy ability with the entire reliability of 0.82. The obtained data were analyzed by frequency, percentage, mean, standard deviation, independent samples t-test and one-way ANOVA. The findings were as follows:
         1. The overall life skills of vocational students in Guangxi Province were at a moderate level. The highest mean score was cognitive ability, followed by empathy ability, adjusting emotions-dealing with stress, effective communication-interpersonal relationships, and self-awareness.
         2. There were overall statistically significant differences at .00 level of the life skills of vocational college students in Guangxi Province, China classified by genders and parenting styles.
        3. The trends in life skills counseling for vocational college students in Guangxi Province, China indicate that students hope that teachers genuinely care about their psychological well-being, engage in more heart-to-heart conversations, listen patiently, understand their real situations, respect individual differences, and treat all students equally. In terms of methods for life skills counseling, they suggest more diverse and flexible approaches beyond traditional lectures and recommended readings. Practical methods such as case group discussions, scenario simulations, role-playing, and more engaging and attractive activities are recommended. Opportunities for hands-on practice and detailed, individual guidance from teachers are highly desired.