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This study investigated the live context of students in continuing education programs of vocational high schools, inspected the effect of reasons behind program enrollment on their school adaptation ability, and explored their adaptation to various aspects of school and the problems they had encountered. In addition, measures taken by the students to resolve these problems were discussed.
A qualitative research method with semi-structured interviews was adopted, in which a self-made interview outline for continuing education students regarding their school adaptation ability was employed as the research instrument. Purposive sampling was used to recruit 5 participants from the continuing education programs of a private vocational high school in Taipei City.
The study results are as follows:
1. The effect of reasons behind program enrollment on students’ school adaptation ability:
(1) Two main reasons of enrollment were career planning and forced choice. However, no difference was observed in students’ adaptation ability between these two reasons.
(2) High self-determination exerted a positive effect on learning, teacher–student relationships, and mental adaptation.
(3) Family factors and routine adaptation were directly correlated.
2. Students’ adaptation ability to various school aspects and the problems encountered:
Although practical courses sparked the students’ learning interest, their poor fundamentals in general subjects resulted in setbacks and challenges. Despite harmonious interaction between students, they could not connect spiritually because they did not have much time to interact with each other and that they had different life goals. Although the students enjoyed favorable interactions with their advisors and teachers and did not find the regular courses stressful, stress from work and life prevented them from having sufficient time to study these courses properly; and the students experienced psychological pressure when faced with public doubts.
3. Measures taken by students to resolve the aforementioned problems:
The students sought help from their peers or teachers to resolve problems related to learning adaptation. They also found friends outside of school who share similar goals and to whom they could connect spiritually. The students perceived self-discipline and self-management as key to routine adaptation. In addition, the students built self-confidence and formulated learning plans according to their future development directions.
Recommendations were proposed based on the study results, which may serve as references to education and administrative authorities, junior high schools, vocational high schools with continuing education, and future studies.
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