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Published

2025-02-17

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Vol. 10 No. 1 (2025): Published

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Research Articles

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How to Cite

Li, Y., & Ding, Q. (2025). Analysis of influencing factors of students majoring in logistics from the perspective of planned behavior theory. Environment and Social Psychology, 10(1). https://doi.org/10.59429/esp.v10i1.3376

Analysis of influencing factors of students majoring in logistics from the perspective of planned behavior theory

Yunjia Li

Department of International Trade, Hainan College of Economics and Business, Haikou, 571127, China

Qi Ding

Department of International Trade, Hainan College of Economics and Business, Haikou, 571127, China


DOI: https://doi.org/10.59429/esp.v10i1.3376


Keywords: learning behavior, logistics vocational students, planned behavior theory, learning intention, structural equation modeling

Abstract

With the rapid development of global economic integration and e-commerce, the logistics industry has become a critical driver of economic growth, placing higher demands on the quality of logistics professionals. As the future backbone of the logistics industry, higher vocational students majoring in logistics play a crucial role in meeting these demands. However, their learning behavior is often affected by various internal and external factors, such as insufficient motivation, improper learning strategies, and limited resources.

This study explores the factors influencing the learning behavior of logistics vocational students from the perspective of the Theory of Planned Behavior (TPB). We focus on vocational students because they represent a key group that will directly impact the future development of the logistics industry. By understanding their learning behavior, we can identify strategies to improve their educational outcomes and, consequently, the quality of logistics professionals.

Our findings indicate that students' attitudes, subjective norms, and perceived behavioral control significantly influence their learning intentions and behaviors. Among these factors, subjective norms have the most substantial impact, highlighting the importance of social pressures and industry standards in shaping students' learning motivations. The study also reveals that learning behavior plays a key role in translating students' intrinsic factors into actual learning actions, partially mediating the influence of perceived behavioral control. However, gender and grade did not significantly moderate the relationships between TPB structures and learning intentions.

The significance of this study lies in its application of the TPB framework to the context of logistics vocational education, offering a novel perspective on understanding student learning behavior. The results provide valuable insights for educators to develop effective teaching strategies and learning support measures, ultimately contributing to the sustainable development of the logistics industry.

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