Examining the Relationship between the Integration of Industry and Education and Student Career Mental Health Development: A Case Study of First-year Enterprise Internship at Shanghai Business Accounting School

Abstract

This study aims to evaluate the effectiveness of industry-education integration on student career development by assessing the vocational personality traits and achievement motivation levels of 994 first-year vocational students from Shanghai Business Accounting School. The MBTI (Myers-Briggs Type Indicator) career personality questionnaire and achievement motivation level questionnaire were employed to measure the outcomes of industry-education integration and provide guidance for career guidance education and enterprise internships for vocational students. The findings indicate that among the four temperament types, the largest proportion is observed among idealists, accounting for 31.3%, while empiricists have the smallest representation at 14.6% among the first-year vocational students. Regarding achievement motivation, the overall achievement motivation score of the first-year vocational students is below zero, indicating a relatively low level of achievement motivation. Specifically, both empiricists and idealists demonstrate a relatively low level of achievement motivation in terms of vocational personality traits. A follow-up assessment of achievement motivation levels was conducted after a short-term enterprise internship, revealing a significant improvement in the achievement motivation levels of the vocational students. This suggests that the dual-subject educational model under industry-education integration can effectively enhance students' vocational skills and activate their internal motivation, thereby improving their achievement motivation and overall competitiveness. By leveraging industry-education integration, the school aims to cultivate high-quality talents and address specific talent shortages in the market, ultimately achieving mutual success between talents and the market.