ABSTRACT Purpose: The purpose of this study is to develop a model of motives and career choice based on learning styles in order to apply the model in teaching business. Although the relationship between learning and McClelland’s (1961) three motives (achievement, affiliation, and power) as confirmed that motives are “learned,” little research has examined if learning styles are the key factor to classify motivation into three different implicit motives and whether those motives affect students’ career choice. Design: The article first examines the Kolb’s (Kolb, 1984, 1999; Kolb & Kolb, 2005) learning styles including active experimentation (AE), reflective observation (RO), abstract conceptualization (AC), and concrete experience (CE). It then measures the learning styles and Holland’s (1985) six career types including realistic, investigative, artistic, conventional, enterprising, and social by the three McClelland (1985) motives including achievement, power, and affiliation using Linguistic Inquiry and Word Count (LIWC) 2015 software (Pennebaker, Booth, Boyd, & Francis, 2015). Finally, the article compared the factors of learning styles and career types against each other based on the three motives in order to discuss the teaching strategies for students in their career choice. Methodology: The study has used LIWC 2015 (Pennebaker et al., 2015) software to find the scores of achievement, power, and affiliation motives in the four Kolb’s learning styles (Kolb, 1984, 1999; Kolb & Kolb, 2005), and the six career interests (Holland, 1985). Correlation analysis was conducted among the motive values to find the relations among the learning styles, motives, and career choice. Findings: (a) The two learning styles of AC and AE stimulate the need for achievement; (b) the learning style of RO stimulates the need for power; (c) the learning style of CE stimulates the need for affiliation; (d) people with a high achievement motive would be fit in artistic, investigative, and realistic careers; (e) people with a high power motive would be fit in conventional and enterprising careers; (f) people with a high affiliation motive would be fit in a social career. Originality of the research: Efficient teaching techniques applied based on the study findings indicate that (a) teaching high achievement students will use more challenge techniques such as assignments and projects for thinking and doing training, (b) teaching high power students will use more control techniques such as discussions and presentations for observation training, and (c) teaching high affiliation students will use more socially oriented techniques such as writing tasks for emotion training.

中文翻译：

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学习风格，动机和职业选择：语言研究对国际商科学生的启示

摘要目的：本研究的目的是基于学习风格建立动机和职业选择的模型，以便将该模型应用于教学业务。尽管学习与McClelland（1961）的三个动机（成就，隶属关系和权力）之间的关系证实了动机是“学习的”，但很少有研究检查学习方式是否是将动机分为三种不同的内在动机的关键因素，以及是否这些动机会影响学生的职业选择。设计：本文首先考察了Kolb（Kolb，1984，1999； Kolb＆Kolb，2005）的学习方式，包括主动实验（AE），反思性观察（RO），抽象概念化（AC）和具体经验（CE）。然后，它衡量学习风格和Holland（1985）的六种职业类型，包括现实主义，运用McClelland（1985）的三种动机进行调查，艺术，传统，进取和社交活动，包括使用语言查询和单词计数（LIWC）2015软件进行的成就，能力和隶属关系（Pennebaker，Booth，Boyd和Francis，2015年）。最后，本文基于三种动机对学习风格和职业类型的因素进行了比较，以探讨学生在职业选择中的教学策略。方法：该研究使用LIWC 2015（Pennebaker等人，2015）软件在四种Kolb的学习方式（Kolb，1984，1999； Kolb＆Kolb，2005）中找到成就，能力和隶属动机的得分，以及六个职业兴趣（荷兰，1985年）。在动机价值之间进行相关性分析，以发现学习风格，动机，和职业选择。调查结果：（a）AC和AE的两种学习方式激发了成就的需要；（b）选举主任的学习方式激发了对权力的需求；（c）行政长官的学习风格激发了隶属关系的需要；（d）具有高成就动机的人将适合从事艺术，调查和现实的职业；（e）具有高动力动机的人适合从事常规和进取的职业；（f）有较高归属感的人适合从事社交事业。研究的独创性：根据研究结果应用的有效教学技术表明：（a）教有成就的学生将使用更多挑战性技术，例如作业和项目，以进行思考和培训；