The interplay among craftsmanship spirit, professional values, and learning motivation in higher vocational education remains underexplored, particularly how these constructs jointly shape students' motivational structures during the transition to professional roles. This study examined the relationships among these three constructs in Chinese higher vocational college students. A descriptive survey design was employed with 555 graduating students (aged 19–23) recruited via stratified random sampling from two higher vocational colleges in Chongqing, China. Participants completed the Craftsmanship Spirit Scale, the Professional Values Scale, and the Learning Motivation Scale, alongside demographic questions. Data were analyzed using descriptive statistics, non-parametric group comparisons, Spearman correlations, multiple regression, and bootstrap mediation. Results indicated that craftsmanship spirit, professional values, and learning motivation were above average. Age, school type, internship experience, academic level, and parental education were consistently associated with all three constructs; sex differences were small for craftsmanship spirit and learning motivation but were more pronounced across specific professional value dimensions, and major differentiated selected outcomes. Significant positive correlations emerged among all constructs, with craftsmanship spirit most strongly associated with endogenous learning motivation (ρ = .746). Regression analyses indicated that specific value sub-dimensions—particularly personal development, intellectual stimulation, and network resources—positively predicted both endogenous and exogenous motivation. When aggregate value scores were entered alongside their sub-dimensions, the total internal and external professional value coefficients became negative, consistent with statistical suppression and construct heterogeneity. Mediation analysis showed that internal professional values partially mediated the craftsmanship–motivation relationship, whereas external professional values exhibited a negative indirect effect. These findings suggest that differentiated cultivation of professional value dimensions, rather than generalized value messaging, may more effectively support vocational students’ learning motivation and craftsmanship development.
Huan Yan (Mon,) studied this question.