Achievement Behavior, Achievement Motivation and Related Variables: A Study of Age and Sex Differences.

Autor/in	Galliano, Grace
Titel	Achievement Behavior, Achievement Motivation and Related Variables: A Study of Age and Sex Differences.
Quelle	(1981), (60 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Achievement Need; Age Differences; Anxiety; College Students; Competition; Fear of Success; Females; Higher Education; Homemakers; Locus of Control; Motivation; Reentry Students; Sex Differences; Underachievement + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Angst; Collegestudent; Wettkampf; Leistungsangst; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hausfrau; psychologische; Motivation (psychologisch); Zweiter Bildungsweg; Sex difference; Geschlechtsunterschied; Performance deficiency; Leistungsschwäche
Abstract	While early studies of achievement motivation focused on young men, more recent studies have focused on women's motivation to achieve. Five groups were compared on achievement motivation and achievement-related variables: Women (ages 30-50) who were either homemakers, applicants accepted at college but not attending, or returnees enrolled in degree programs, and male and female college students (ages 18-24). Subjects were evaluated on mastery, work orientation, competitiveness, personal unconcern, locus of control, need for affiliation, problem-score (perceptions of achievement-inhibiting external problems), and support-score (perceptions of achievement-facilitating supports). No differences among the groups were found on tests involving comparisons of individual variables. Negative relationships were found between need for affiliation and work orientation for college women, and between problem-score and work orientation for homemakers. A positive relationship was found between problem-score and locus of control for applicants. A discriminant analysis revealed three dimensions on which the groups differed: (1) returnees were highly differentiated on problem-score; (2) college women and college men were highly differentiated on work orientation and locus of control; and (3) homemakers and returnees were highly differentiated on support-score, need for affiliation, and competitiveness. (Author/NRB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01