Abstract: Vocational school provides vocational education, in which students are taught the skills needed to perform a particular job. Traditionally, vocational schools teach only job-specific skills, and as such have been better considered to be institutions devoted to training. Vocational school youth are usual have low scores in middle school examination that they couldn’t enter the high school. Nowadays, vocational school youth are received more and more attention. The affective quality of vocational school youth is special, so it’s important for the society to investigate the affective features for them. A large-scale investigation on the affective quality of vocational school youth population in China has been developed. Based on the youth affective quality theory and developmental affection with classified thoughts, questionnaire on Youth’s Affective Quality was developed. It was an original investigative tool with good reliability and validity. The questionnaire was used to investigate vocational school youth affect development on twenty-nine different affects, including patriotism, affectionateness, integrity, responsibility, learning happiness, self-confidence, achievements, exploration, curiosity; aesthetic for craftwork, aesthetic for nature, aesthetic for art, aesthetic for environments, aesthetic for science; well-being, self-reliance, passion, cherish, cooperation, gregariousness, affiliation, trustworthiness, intimacy, forgiveness, emotionally appealing, emotional cognition, emotional experience, emotional evaluation, emotional adjustment. They belong to six categories (moral affection, rational affection, esthetic affection, interpersonal affection, life affection and emotional intelligence) that evolve from the identity level of affection and the operational level of affection. Item analysis, analysis of reliability and validity and the exploratory and confirmatory factor analysis all verified that the questionnaire met with the criterion of an effective measurement tool. Based on the analysis of the sub-questionnaires, we also carried out the high-order factor analysis, which confirmed the presence of a higher-order factor – the “affective quality”. This finding strongly supports the definition and the theoretical basis of “affective quality”. The questionnaire is administered to 1767 students of vocational schools (396 male and 1365 female, with 6 questionnaires missing the gender information). The geological regions encompasses those of well-developed, developed and less developed regions in China, including 9 cities (Beijing, Shanghai, Guangzhou, Changchun, Zhengzhou, Xian, Xining, Guiyang, Haikou). The results showed that: (1) As a whole, the affective quality of vocational school youth in China is positive, but still needs to be improved, especially self-confidence, learning happiness, exploration of the rational affection and self-reliance of the life affection, as well as aesthetic for science, aesthetic for craftwork of the esthetic affection. (2) Affective quality of female vocation school youth is higher than male youth, but structural difference exists between males and females. (3) Affective quality was correlated positively with students’ self-evaluation of learning performance, but with no significant correlation with their parents’ educational levels. (4) Good teacher-student relationships, enthusiasm of teachers’ classroom teaching facilitated directly and importantly to the development in all aspects of students’ affective quality. (5) The inhabitation conditional such as living with father or mother, and the parents’ educational background had no significant relationship with the affective quality of vocational school youth. (6) The affective quality of vocational school youth had no significant difference with high school youth, but they have weakness aspects compared with the same age high school youth such as the rational affection, especially self-confidence and curiosity.

Key words: vocational school, Youth, affection, affective quality, investigation

摘要： 本研究采用自编的《青少年情感素质调查问卷》对全国3类地区9大城市1767名中等职业学校青少年学生进行了问卷调查。结果表明：我国中职生情感素质总体处于积极正向、亟待提高的状况；女生的情感素质稍优于男生，但存在结构性差异；情感素质与中职生学业自评呈正相关；居住情况和父母学历对中职生情感素质影响不大；与同龄高中生在情感总体上没有显著差异，仅理智情感发展低于高中生，并主要表现在自信感和好奇心方面；师生关系良好、教师有情施教对中职生各方面情感素质发展具有极为重要的促进作用，应引起教育部门的高度关注。

关键词: 中等职业学校, 青少年, 情感, 情感素质, 问卷调查