A Study Of Occupational Personality, Learning Motivation And Chemistry Achievement Of Shanghai High School Student

Occupational personality refers to the combination of a stable state and appropriate behaviours, affected by many internal and external factors and formed to satisfy the occupational requirements in society. Although it has been studied for some time in the scientific field, mainly focusing on college students in some previous descriptive reviews, there are few relevant researches on high school students’ occupational personality associated with their learning motivations and single subject academic achievements. This research is devoted to the knowledge of the characteristics of Shanghai high school students’ occupational personality and the discussion of its real effects on learning motivation and chemistry achievements. The research also discusses the interrelation among Shanghai high school students, their learning motivations and their chemistry achievements, which possesses not only some theoretical meaning, but, more importantly, some practical value as well.This research uses literature review method, test method and statistical analysis. The psychological testing questionnaires, Holland- The Chinese Vocational Interest Inventory, designed by Bai Ligang, Ling Wenquan a nd Fang Liluo, and Zhou Bucheng’s Learning Motivation subscales in MAAT, have been applied in this research. Through random sampling method, the research collects the chemistry final exam results of 478 senior one and two students tested in some district in Shanghai and on its basis, conducts related analysis. The statistics is handled by SPSS 20.0.The research shows that:1. In the six dimensions of Shanghai high school students’ occupational personality, study-typed personality has positive significant correlation with chemistry achievements, while art-typed personality has negative significant correlation with chemistry achievements.2. In terms of genders, girls mainly belong to the group of the art-typed while boys the study-typed. However, gender has no significant correlation with chemistry achievements.3. The art-typed, study-type, society-typed, common-typed and enterprise-typed of occupational personality all have the positive correlation with learning motivation, especially Type S, C and E.4. The learning motivation has no significant correlation with students’ genders, grades and schools, nor does it with chemistry achievements.5. The chemistry achievements have no significant correlation with genders, while they have significant correlation with school types(e.g. experimental schools of the city, experimental schools of the district, and ordinary senior high schools).