The Study About Characteristics Of Self-Confidence And Motives In Further Education Of The Technical Students

Based on the literature reviewed, open-ended questionnaire surveys and exports exploring, we proposed theoretical assumptions on further education motive among the technical students, and compiled a questionnaire of further education motive .After that used this self-compiled questionnaire and the self-confidence of university students made by CheLiping to make a sample survey of 290 technical students. The results show that:(1) Self-compiled questionnaire of further education motive has great reliability and validity. And their further education motive from the factor analysis is composed by six aspects: motivational intensity, realistic motive, deep motive, self-efficacy, non-characteristic attribute, surface layer motive.(2)In the investigation of technical students' further education motive, realistic motive and self-efficacy get the highest marks on average, motivational intensity, deep motive, and non-characteristic attribute the second place, surface layer at last(3) The difference characteristic of promotion motive among the technical students is express as follows. Firstly, male and female get the same score in total. However it shows significant difference in "non-characteristic attribute". And boys' average of "non-characteristic" is higher than girls'. Secondly, in the comparison of different grades, it shows significant difference in total score. Higher grades get higher motive level. And, so is "motivational intensity". Also, it shows obvious difference in "self-efficacy" between different grades. However, there is no difference in the other dimensions. Finally, in the comparison of the economy discrepancy between families with further education motive, it shows no difference in total score and the other aspect, which is inconsistent with my assumption and the reasons have been stated in the follows.(4)Generally speaking, the characteristics of self-confidence development of technical students are consistent with the view of Che Liping on this aspect. On the whole self-confidence, most of them can define themselves positively, and few of them define themselves negatively. As for social confidence, they appear more self-confident before their families and teachers than facing with other classmates. "appearance and facial expression" and "health quality" get higher score and "looks and stature" gets lowest sore when it comes to physical self-confidence. On school self-confidence, they made positive affirmation of their professional major, while it has to be strengthened on the confidence of originality. Otherwise, the level of self-confidence of English study is not as high as it of professional knowledge, which is consistent with Che Liping's view.(5)Overall, "Characteristics of self-confidence" varies directly with "further education motive". And also all the factors in the further education motive questionnaire vary directly with the four one-class factors: the whole self-confidence, school self-confidence, social self-confidence and physical self-confidence.(6)In the comparison of the Self-confidence level, students of the higher vocational school scored significantly higher than university students which were researched by che liping in the four one-class dimensions and most of the second class dimensions. The cause of the consequence may be the conjunction of the age and students' category factor.(7)In the study of self-confidence's impact on promotion motive, it proves obvious difference in further education motive between the students with different further education motive, among which the high motive group is the most obvious one, secondly, the middle motive group, finally, low motive group. And their difference is very significant.