Research On The Work Values Of Technical School Students In Suzhou City

On the basis of a complete and systematic summarization of the former achievements of others, the author conducted a research on 780 students studying in 12 different majors from three different technical schools in Suzhou city. It checked the adaptability of the Questionnaire of College students' Work Values made by Jin Shenghua to technical school students; it analyzed the general characteristics of the work values of technical school students; it discussed how factor like background effected the work values of technical school students; it probed into the motivation of the work values of technical school students on job oriented study; it analyzed the relationship between work choosing and work values of technical school students. After a further discussion, the author put forward helpful revelation and educational suggestion as well as the deficiency of the study. The result showed that:(1) The Questionnaire of College students' Work Values made by Jin Shenghua had stable items and dimensions, comparatively high reliability and validity. It well adapted to technical school students.(2) When technical school students evaluated and chose their jobs, the order of the importance of different dimensions of work values of purpose was: achievements > supporting of family > social promotion > pursuit of position, and the order of the importance of different dimensions of work values of means was: career prospects > morality and ethics > interests and characters > welfare > ease and stability > salary and reputation. Technical school students valued more on work values of purpose than on work values of means.(3) Generally speaking the orders of importance paid by students with different personal and family backgrounds were quite the same, but for certain dimension it was not. Girl students valued morality and ethics and work values of means as a whole much more than boy students. The higher the grade of the students was, the less they valued interests and character, salary and reputation, career prospects, welfare and work values of means as a whole. Students learning arts valued interests and character, morality and ethics, career prospects and work values of means as a whole than students learning science. Students from cities thought ease and stability more important than students from rural areas. Students from the north valued achievements, welfare and work values of purpose as a whole. The better the economic condition of the student was, the more they valued ease and stability. The higher the education of the father was, the more the students valued ease and stability, salary and reputation. The higher the education of the mother was, the more the students valued ease and stability, and the less they valued achievements.(4) Most of the dimensions of the work values of the technical school students had a positive relationship with self-regulated learning capacities. Generally work values of purpose had a closer relationship with self-regulated learning capacities than work values of means. Achievements, social promotion and salary and reputation had a linear relationship with self-regulated learning capacities.(5) When choosing a job, the order of the jobs the technical school students expected was foreign capital enterprises, governmental units, state-owned enterprises, private enterprises, self-running business, collective enterprises and peasants. The industries the students mostly expected were business and service industry, governmental units, scientific, educational, and cultural and heath units, industry, insurance, construction, agriculture, forestry, stock raising, sideline, fishery, post and communication, energy resource, transportation and joining the army. They are independent in choosing jobs but of low confidence.(6) The orders of the importance of different dimensions that the technical school students valued were generally uniform, but there were still differences in different dimensions of work values. Students choosing foreign capital enterprises and governmental units valued position pursuit more than students choosing state-owned enterprises. Students choosing foreign capital enterprises valued work values of purpose as a whole than students choosing state-owned enterprises. Students choosing governmental units, scientific and educational industry valued ease and stability more than students choosing business and service industry. Students choosing governmental units valued salary and reputation more than students choosing industry. Students choosing jobs by themselves valued achievements more than students choosing jobs according parents' opinions. The more confident the students were, the more they valued position pursuit, achievements, social promotion, salary and reputation and work values of purpose as a whole.(7) The work values of technical school students had comparatively high homogeneity and stability. The mainstream of their work values was healthy. But there were still negative factors which needed instructing and guiding.