Study on School Motivation and Learning Strategies for Primary School Learners in Arts-focused Vocational Schools and Normal Schools

The integration of vocational concepts within conventional educational frameworks necessitates the exposure of students to a diverse array of subjects and extracurricular pursuits from an early age. It is evident that both the immediate career decisions made by individuals and the long-term quality of the workforce may be impacted by inadequate involvement in career advice initiatives. In order to facilitate thoughtful career decisions in the twenty-first century, it is imperative to emphasize assessment, professional information search, and exploration. This study investigates the differences in school motivation and learning strategies between primary school learners enrolled in regular and arts-focused vocational education settings. Using a comparative design, the research aimed to assess subscales including study habits, test-related attitudes, organisational skills, motivation, and anxiety. A total of 26 participants were assessed using the Romanian version of the School Motivation and Learning Strategies Inventory (SMALSI), with results analysed using non-parametric and correlational statistical methods. The current study underlines the status of adjusting teaching strategies to learners’ educational environments, highlighting the potential of arts-focused vocational school education to cultivate effective academic behaviours. The results also call for further exploration of how emotional and motivational dynamics manifest across different school types. Limitations related to sample size and gender representation are acknowledged, with recommendations for future mixed-methods research to deepen understanding of the interplay between motivation, anxiety, and learning strategies in diverse educational settings.