Advances in Social Behavior Research
Vol. 2, 01 March 2023
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The Influence of Individual Differences of Chinese Learners of German on Their Choices of Internship
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Abstract
This study aims to explore the influence of individual differences on the internship choices of Chinese undergraduate students in German major and to provide better career service suggestions targeting at foreign language students. This study has significant implications, considering the challenges that final-year undergraduate students in German are faced with and the limited number of previous studies which address these issues. The current study interviewed 23 third-year undergraduates majoring in German to investigate their internship choices and experience, as well as individual differences including language learning motivation, anxiety and character. Only four of them were engaged in German-related internships, eleven were engaged in internships that are not German-related, and eight had no internships yet. Fifteen of them believe that motivation can improve their academic performance. It can be seen that students with integrative motivation will be engaged in German-related internships. Twelve people believe that anxiety has a positive impact on German learning, and one third of whom believe that anxiety improves their German performance to a certain extent, which promotes them to be engaged in German-related internships. However, the influence of character on German learning is uncertain. The results revealed a direct influence of learning motivation on interviewees’ choice of German-related internships, indirect influence of learning anxiety, and no relationship between character and internship choices. This study has implications for better career support to German-major undergraduate students.
Keywords
motivation, anxiety, German major, character, internship
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Data Availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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- Volume Title
- Proceedings of the 3rd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2022), Part I
- ISBN (Print)
- 978-1-915371-07-2
- ISBN (Online)
- 978-1-915371-08-9
- Published Date
- 01 March 2023
- Series
- Lecture Notes in Education Psychology and Public Media
- ISSN (Print)
- 2753-7048
- ISSN (Online)
- 2753-7056
- DOI
- 10.54254/2753-7048/2/2022338
- Copyright
- © 2023 The Author(s)
- Open Access
- This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited