References
[1]. Huang, Z. (2017). Analysis of the impact of current economic development on college students’ employment situation. Economic Research Guide, 23, 67–68.
[2]. Guo, K. (2011). Employment survey and future demand forecast of minor languages in recent two years. Journal of Lanzhou institute of education, 27(4), 93–97.
[3]. Shoenfelt, E. L., Stone, N. J., & Kottke, J. L. (2013). Internships: An established mechanism for increasing employability. Industrial and Organizational Psychology, 6(1), 24–27. http://dx.doi.org/10.1111/iops.12004
[4]. Aeschlimann, B., Herzog, W., & Makarova, E. (2016). How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in swiss high schools. International Journal of Educational Research, 79, 31–41. http://doi.org/10.1016/j.ijer.2016.06.004
[5]. Xu, R. (2006).The effect of college students' consistency between major,career choice and career orientation on academic motivation.[Master’s thesis, Northeast Normal University].
[6]. Yan, J., & Yang, J.,& Pang, X. (2015). On the influence of the consistency of specialty, career choice and career tendency on learning motivation of medical college students. Course Education Research，2，239–240.
[7]. Sternberg, R. J. (2003). Implications of the theory of successful intelligence for career choice and development. Journal of Career Assessment, 11(2), 136–152.
[8]. Grisanzio, K. A., Goldstein-Piekarski, A. N., Wang, M. Y., Ahmed, A. P. R., Samara, Z., & Williams, L. M. (2018). Transdiagnostic symptom clusters and associations with brain, behavior, and daily function in mood, anxiety, and trauma disorders. JAMA psychiatry, 75(2), 201–209.
[9]. Liu, P., & Liu, Q., & Pan, C. (2021). Mediating role of career choice anxiety in the influence of state trait anxiety level on career choice of nursing students in higher vocational colleges. Nursing Practice and Research, 14, 64–67.
[10]. Karaoglu, N., & Şeker, M. (2010). Anxiety and depression in medical students related to desire for and expectations from a medical career. West Indian Median, 59(2), 196.
[11]. Laschinger, H. K., & Boss, M. W. (1984). Learning styles of nursing students and career choices. Journal of Advanced Nursing, 9(4), 375–380. http://dx.doi.org/10.1111/j.1365-2648.1984.tb00386.x
[12]. Shi, T. (2009). Research on the relationship between College Students' cognitive style and career choice. [Master’s thesis, Shandong Normal University].
[13]. Tao, Y. (2020). A Study on The Influence of Secondary Vocational Tourism Students' Personality Traits on Their Choice of Graduation Destination. [Master’s thesis, Shandong Normal University].
[14]. Dam, F. V. (2009). Character and the Career. English Text Construction, 2(1), 91–110.
[15]. Wang, N., Jome, L. M., Haase, R. F., & Bruch, M. A. (2006). The role of personality and career decision-making self-efficacy in the career choice commitment of college students. Journal of Career Assessment, 14(3), 312–332. http://dx.doi.org/10.1177/1069072706286474.
[16]. Wang, F., & Shi, Y. (2009). Investigation and research on the influence of students' personality on vocational interest in higher vocational colleges. Journal of Changchun University of Technology, 6, 11–12.
[17]. Gardner, R. C., & Labert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Massachusetts: Newbury House.
[18]. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
[19]. Gardner, R. C., Tremblay, R. R., & Masgoret, A. M. (1997). Towards a full model of second language learning: An empirical investigation. Modern Language Journal, 81(3), 344 –362.
[20]. Sun, Y. (2007). A study on the social and psychological environment of foreign language classroom learners in Chinese universities. [Doctoral dissertation, Huazhong University of science and technology].
[21]. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
[22]. Williams, M., & Burden. R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press. http://dx.doi.org/10.1016/S0889-4906(01)00011-4.
[23]. Wang, Z. (2006). Research and comment on the extended model of SLA classical motivation theory. Journal of Changzhou Vocational College of Information Technology, 4, 74–76. http://dx.doi.org/10.3969/j.issn.1672-2434.2006.04.028
[24]. Dörnyei, Z. (2009). 2. The L2 Motivational Self System. In Motivation, language identity and the L2 self. Multilingual Matters. 9–42.
[25]. Higgens, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, 30, 1–46. http://dx.doi.org/ 10.1016/S0065-2601(08)60381-0
[26]. Dörnyei, Z. (1994a). Teaching and researching motivation. Harlow, UK: Longman.
[27]. Dörnyei, Z. (1994b). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273–284. http://eea.gd.gov.cn.
[28]. Peng, J. (2003). Research on Japanese learning motivation and learning effect of professional and non professional students.Educational research of Tsinghua University.12,122–126.
[29]. Wang, W., & Peng, J. (2005). A quantitative study on the types and intensity of Japanese learning motivation of non professional college students. Japanese learning and research.6, 40–44,48.
[30]. Jiang Qingrong (2006). Investigation and analysis on Japanese learning motivation of Japanese majors. Journal of Changzhou Institute of Technology, 6, 117–120.
[31]. Yang, H. (2014). The influence of self - esteem and learning motivation on Japanese Majors' learning anxiety. Journal of Beijing International Studies University, 6, 75–82.
[32]. Zhao, D., & Xie, Y. (2013). A study on the correlation between Japanese learners' learning motivation and anxiety –Also on the necessity of implementing cooperative learning. Journal of Tianjin Foreign Studies University, 3, 53–58.
[33]. Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of abnormal and social psychology, 61(2), 207.
[34]. Scovel, T. (1978). The effect of affect on foreign language learning: a review of the anxiety research. Language Learning, 28(1), 129–142. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x
[35]. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132．
[36]. Horwitz, E. K., & Young, D. J. (Eds.). (1991). Language Anxiety: From anxiety and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.
[37]. Horwitz, E. K. (2000). Horwitz comments: It ain’t over’ til it’s over: On foreign language anxiety, first language deficits, and the confounding of variables. The Modern Language Journal, 84(2), 256–259. http://dx.doi.org/10.1111/0026-7902.00067
[38]. Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. http://dx.doi.org/10.1017/S0267190501000071
[39]. Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43, 154–167. http://dx.doi.org/10.1017/S026144480999036X
[40]. Spielmann, G., & Radnofsky, M. L. Learning language under tension : New directions from a qualitative study.The Modem Language Journal, 2001, 85(2), 259–278.
[41]. Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated learning behavior: A structural equation modeling approach. System, 38(3), 467–479. https://doi.org/10.1016/j.system.2010.06.011
[42]. Marcos–Llinás, M., & Garau, M. J. (2009). Effects of language anxiety on three proficiency‐level courses of Spanish as a foreign language. Foreign Language Annals, 42(1), 94–111.
[43]. Jung, C. G. (1923). Psychological types (HG Baynes, Trans.). London: Kegan Paul.
[44]. Busch. D. (1986). Introversion-extroversion and the EFL proficiency of Japanese students. Language Learning, 32, 109–132.
[45]. Wang, X. (2000). On the influence of personality tendency on english learning foreign language teaching, 4, 17–21.
[46]. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford:Oxford University Press.
[47]. http://eea.gd.gov.cn
[48]. Wu, Chao. (2011). Learner's personality and second language acquisition China after school education, 6, 89.
[49]. Guo, K. (2011). Employment survey and future demand forecast of minor languages in recent two years. Journal of Lanzhou institute of education, 27(4), 93–97.
[50]. Yi, Q., & Gong, J., & Fan, Yu., & Huang, Hong. (2014). An investigation report on the employment prospect and current situation of German and other small language students in Colleges and universities. Human resource management, 11, 239–-241.
Cite this article
Shi,N. (2023). The Influence of Individual Differences of Chinese Learners of German on Their Choices of Internship. Lecture Notes in Education Psychology and Public Media,2,64-74.
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References
[1]. Huang, Z. (2017). Analysis of the impact of current economic development on college students’ employment situation. Economic Research Guide, 23, 67–68.
[2]. Guo, K. (2011). Employment survey and future demand forecast of minor languages in recent two years. Journal of Lanzhou institute of education, 27(4), 93–97.
[3]. Shoenfelt, E. L., Stone, N. J., & Kottke, J. L. (2013). Internships: An established mechanism for increasing employability. Industrial and Organizational Psychology, 6(1), 24–27. http://dx.doi.org/10.1111/iops.12004
[4]. Aeschlimann, B., Herzog, W., & Makarova, E. (2016). How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in swiss high schools. International Journal of Educational Research, 79, 31–41. http://doi.org/10.1016/j.ijer.2016.06.004
[5]. Xu, R. (2006).The effect of college students' consistency between major,career choice and career orientation on academic motivation.[Master’s thesis, Northeast Normal University].
[6]. Yan, J., & Yang, J.,& Pang, X. (2015). On the influence of the consistency of specialty, career choice and career tendency on learning motivation of medical college students. Course Education Research，2，239–240.
[7]. Sternberg, R. J. (2003). Implications of the theory of successful intelligence for career choice and development. Journal of Career Assessment, 11(2), 136–152.
[8]. Grisanzio, K. A., Goldstein-Piekarski, A. N., Wang, M. Y., Ahmed, A. P. R., Samara, Z., & Williams, L. M. (2018). Transdiagnostic symptom clusters and associations with brain, behavior, and daily function in mood, anxiety, and trauma disorders. JAMA psychiatry, 75(2), 201–209.
[9]. Liu, P., & Liu, Q., & Pan, C. (2021). Mediating role of career choice anxiety in the influence of state trait anxiety level on career choice of nursing students in higher vocational colleges. Nursing Practice and Research, 14, 64–67.
[10]. Karaoglu, N., & Şeker, M. (2010). Anxiety and depression in medical students related to desire for and expectations from a medical career. West Indian Median, 59(2), 196.
[11]. Laschinger, H. K., & Boss, M. W. (1984). Learning styles of nursing students and career choices. Journal of Advanced Nursing, 9(4), 375–380. http://dx.doi.org/10.1111/j.1365-2648.1984.tb00386.x
[12]. Shi, T. (2009). Research on the relationship between College Students' cognitive style and career choice. [Master’s thesis, Shandong Normal University].
[13]. Tao, Y. (2020). A Study on The Influence of Secondary Vocational Tourism Students' Personality Traits on Their Choice of Graduation Destination. [Master’s thesis, Shandong Normal University].
[14]. Dam, F. V. (2009). Character and the Career. English Text Construction, 2(1), 91–110.
[15]. Wang, N., Jome, L. M., Haase, R. F., & Bruch, M. A. (2006). The role of personality and career decision-making self-efficacy in the career choice commitment of college students. Journal of Career Assessment, 14(3), 312–332. http://dx.doi.org/10.1177/1069072706286474.
[16]. Wang, F., & Shi, Y. (2009). Investigation and research on the influence of students' personality on vocational interest in higher vocational colleges. Journal of Changchun University of Technology, 6, 11–12.
[17]. Gardner, R. C., & Labert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Massachusetts: Newbury House.
[18]. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
[19]. Gardner, R. C., Tremblay, R. R., & Masgoret, A. M. (1997). Towards a full model of second language learning: An empirical investigation. Modern Language Journal, 81(3), 344 –362.
[20]. Sun, Y. (2007). A study on the social and psychological environment of foreign language classroom learners in Chinese universities. [Doctoral dissertation, Huazhong University of science and technology].
[21]. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
[22]. Williams, M., & Burden. R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press. http://dx.doi.org/10.1016/S0889-4906(01)00011-4.
[23]. Wang, Z. (2006). Research and comment on the extended model of SLA classical motivation theory. Journal of Changzhou Vocational College of Information Technology, 4, 74–76. http://dx.doi.org/10.3969/j.issn.1672-2434.2006.04.028
[24]. Dörnyei, Z. (2009). 2. The L2 Motivational Self System. In Motivation, language identity and the L2 self. Multilingual Matters. 9–42.
[25]. Higgens, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, 30, 1–46. http://dx.doi.org/ 10.1016/S0065-2601(08)60381-0
[26]. Dörnyei, Z. (1994a). Teaching and researching motivation. Harlow, UK: Longman.
[27]. Dörnyei, Z. (1994b). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273–284. http://eea.gd.gov.cn.
[28]. Peng, J. (2003). Research on Japanese learning motivation and learning effect of professional and non professional students.Educational research of Tsinghua University.12,122–126.
[29]. Wang, W., & Peng, J. (2005). A quantitative study on the types and intensity of Japanese learning motivation of non professional college students. Japanese learning and research.6, 40–44,48.
[30]. Jiang Qingrong (2006). Investigation and analysis on Japanese learning motivation of Japanese majors. Journal of Changzhou Institute of Technology, 6, 117–120.
[31]. Yang, H. (2014). The influence of self - esteem and learning motivation on Japanese Majors' learning anxiety. Journal of Beijing International Studies University, 6, 75–82.
[32]. Zhao, D., & Xie, Y. (2013). A study on the correlation between Japanese learners' learning motivation and anxiety –Also on the necessity of implementing cooperative learning. Journal of Tianjin Foreign Studies University, 3, 53–58.
[33]. Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of abnormal and social psychology, 61(2), 207.
[34]. Scovel, T. (1978). The effect of affect on foreign language learning: a review of the anxiety research. Language Learning, 28(1), 129–142. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x
[35]. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132．
[36]. Horwitz, E. K., & Young, D. J. (Eds.). (1991). Language Anxiety: From anxiety and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.
[37]. Horwitz, E. K. (2000). Horwitz comments: It ain’t over’ til it’s over: On foreign language anxiety, first language deficits, and the confounding of variables. The Modern Language Journal, 84(2), 256–259. http://dx.doi.org/10.1111/0026-7902.00067
[38]. Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. http://dx.doi.org/10.1017/S0267190501000071
[39]. Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43, 154–167. http://dx.doi.org/10.1017/S026144480999036X
[40]. Spielmann, G., & Radnofsky, M. L. Learning language under tension : New directions from a qualitative study.The Modem Language Journal, 2001, 85(2), 259–278.
[41]. Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated learning behavior: A structural equation modeling approach. System, 38(3), 467–479. https://doi.org/10.1016/j.system.2010.06.011
[42]. Marcos–Llinás, M., & Garau, M. J. (2009). Effects of language anxiety on three proficiency‐level courses of Spanish as a foreign language. Foreign Language Annals, 42(1), 94–111.
[43]. Jung, C. G. (1923). Psychological types (HG Baynes, Trans.). London: Kegan Paul.
[44]. Busch. D. (1986). Introversion-extroversion and the EFL proficiency of Japanese students. Language Learning, 32, 109–132.
[45]. Wang, X. (2000). On the influence of personality tendency on english learning foreign language teaching, 4, 17–21.
[46]. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford:Oxford University Press.
[47]. http://eea.gd.gov.cn
[48]. Wu, Chao. (2011). Learner's personality and second language acquisition China after school education, 6, 89.
[49]. Guo, K. (2011). Employment survey and future demand forecast of minor languages in recent two years. Journal of Lanzhou institute of education, 27(4), 93–97.
[50]. Yi, Q., & Gong, J., & Fan, Yu., & Huang, Hong. (2014). An investigation report on the employment prospect and current situation of German and other small language students in Colleges and universities. Human resource management, 11, 239–-241.