Margaret M. Bailey

Bio: Margaret M. Bailey is an academic researcher. The author has contributed to research in topics: Need for achievement & Socialization. The author has an hindex of 1, co-authored 1 publications receiving 359 citations.

Why don't men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior

Abstract: Using the Technology Acceptance Model (TAM), this research investigated gender differences in the overlooked context of individual adoption and sustained usage of technology in the workplace. User reactions and technology usage behavior were studied over a five-month period among 342 workers being introduced to a new software system. At all three points of measurement, compared to women, men's technology usage deci

Approach and avoidance motivation and achievement goals

Abstract: Achievement goal researchers and theorists have relied primarily on the distinction between performance goals and mastery goals in differentiating competence-based strivings. In this article, an argument is made for incorporating the distinction between approach and avoidance motivation into the performance-mastery dichotomy. Historical, theoretical, and empirical reasons for attending to the approach-avoidance distinction are offered, and a revised, trichotomous framework of achievement goals comprising mastery, performance-approach, and performance-avoidance goals is described and reviewed. This trichotomous framework is discussed in the broader context of a hierarchical model of achievement motivation that attends to the motivational foundation underlying achievement goals per se. Avenues for further theoretical development are also overviewed, including consideration of a mastery-avoidance goal construct.

A theory of motivation for some classroom experiences

Abstract: A theory of motivation based upon attributions of causality for success and failure is offered. The heart of the theory consists of an identification of the dimensions of causality and the relation of these underlying properties of causes to psychological consequences. Three central causal dimensions have been discerned: stability, locus, and control; these dimensions, respectively, are linked with expectancy change, esteem-related emotions, and interpersonal judgments. Within achievement-related contexts, this theory is pertinent to a diverse array of phenomena and topics, including self-esteem maintenance, achievement-change programs, reinforcement schedules, hopelessness, sources of emotion, helping, evaluation, and liking. The range of the theory is further demonstrated by applications to hyperactivity, mastery, parole decisions, loneliness and affiliation, and depression. It appears that a general theory of motivation is under development that has important implications for the understanding of classroom thought and behavior.

The development of achievement task values: A theoretical analysis

Abstract: In this article we present a theoretical analysis of the nature and development of children's achievement task values. Our approach builds on traditional expectancy-value theory and also on a model of achievement choice developed by Eccles and her colleagues. We discuss different theoretical components of achievement values and present empirical evidence for these components. Existing work on how children's achievement values change across the elementary and secondary school years is reviewed, and hypotheses are provided for how the components of achievement values become differentiated across the school years. We discuss the work on achievement goals from the perspective of how children's achievement values could influence their goals. Suggestions are made for revising and expanding Eccles and her colleagues' expectancy-value model of achievement choice.

Language Learning Motivation: Expanding the Theoretical Framework

Abstract: does Mary Ellen want to learn French? What motivates Yu Jia to learn English in China? What is the reason for Maury's interest and effort in Japanese? Why does Louise work so hard at learning Russian? What does Eyhab think he will achieve in studying English in the US? The answers to these questions are important, because motivation is considered by many to be one of the main determining factors in success in developing a second or foreign language (34), both referred to as L2. Motivation determines the extent of active, personal involvement in L2 learning. Conversely, unmotivated students are insufficiently involved and therefore unable to develop their potential L2 skills.