This study investigates the impact of parental support on the academic achievement of vocational college students in Ganzhou, China, with a particular focus on the mediating role of teachers' teaching styles. Drawing upon Bronfenbrenner's Ecological Systems Theory and Social Cognitive Theory, this research explores how various forms of parental support—academic, emotional, and expectations—interact with teaching styles to affect student achievement.The findings reveal that both parental support and teaching styles significantly influence academic achievement, with teaching styles acting as a crucial mediator in this relationship. These results underscore the importance of fostering strong partnerships between parents, teachers, and schools to enhance student outcomes in vocational education. The study contributes to the broader understanding of vocational education in China and provides insights for policymakers and educators seeking to improve educational practices and outcomes in similar contexts.
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