Study On The Influence Of Occupation Possible Selves And Achievement Motivation On Teachers’ Career Maturity

It is a necessity for job seekers not only to study book knowledge, but also to havecertain understanding about the occupation and master relevant skills due to the variablesocial occupations and intense employment competition. As a major evaluating standard andresearch method of occupational psychological development, occupational maturity isconductive to analyze the present situation and level of students’vocational preparations, cleardevelopment goals of individual occupation, and then promote the development standard ofyouth occupation in our country. On the basis of the summary and analysis of relevanttheories and researches at home and abroad, this paper surveyed1004students from normaluniversities to analyze the relations between occupation possible selves, achievementmotivation and teachers’ occupational maturity through descriptive statistics, varianceanalysis and other critical path methods. The purpose is to discuss the application anddevelopment of occupation possible selves in vocational field, and its influence on teachers’occupational maturity together with achievement motivation. The research conclusions are asfollows:(1) The overall level and fractal dimension of teachers’ occupational maturity of normalschool students are on the medium and high side; occupational possible selves is in and abovethe average; while achievement motivation is of general level;(2) Teachers’ occupational maturity of normal school students is of significancedifference among different grades, with the highest maturity and the best attitude in seniorstudents, and sophomores are obviously lower than the other three grades; senior students arethe highest developed in occupational attitude maturity, while junior students are evidentlylower than other three grades; seniors rank first in occupational capacity maturity whilefreshmen rank the last place;(3) The independence, external orientation factors of teachers’ occupational maturity andattitude of normal school students are of significant differences in various educationalbackground of their parents, but of no sharp interactions.(4) It is of pairwise correlation among occupational possible selves, achievementmotivation and teacher’s career maturity of normal school students. Failure motivation isavoided to show significant negative relation with occupational possible selves and fearoneself, while show no relation with expected selves; while others are of pairwise correlations;occupational possible selves and teacher’s career maturity of normal school students are of significant positive relation, and the former one is of significant positive relation withoccupational attitude and its the intrinsic as well as its external orientation; achievementmotivation and all its dimensions, teachers’ occupational maturity and all its dimensions,except the insignificant relation between failure and teachers’ occupational maturity, are ofsignificant relations with each other.(5) Occupational possible selves and achievement motivation are of significant positivepredication to teachers’ career maturity of normal school students separately; achievementmotivation serves as a complete intermediary between occupational possible selves andteachers’ career maturity of normal school students; and it serves a part intermediary betweenoccupational possible selves and occupational attitudes; and it is of no significantintermediary between occupational possible selves and occupational competence.