Abstract
The relationships among field dependence, academic achievement, and career orientations were investigated. Two hundred and twenty-eight seniors and juniors from a selective “key” high school and two regular high schools in Shanghai, China, participated in this study. The Hidden Figure Test and a questionnaire assessing self-perceptions and career preferences were administered, and two achievement test scores were obtainedforaliparticipants. Field dependence wasfound to be related to achievement in mathematics, but not in language arts. The relationship between field dependence and academic-vocational choice was only marginally significant, while academicperformance seemed to be a stronger determinant ofacademic choice. Gender or gender role also seemed to play a role in academic-vocational orientations and decision-making. The results are discussed in light of the Chinese cultural and educational context.
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