The socialization of achievement orientation in females.
About: This article is published in Psychological Bulletin.The article was published on 1973-11-01. It has received 360 citations till now. The article focuses on the topics: Achievement Orientation & Socialization.
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TL;DR: Using the Technology Acceptance Model (TAM), gender differences in the overlooked context of individual adoption and sustained usage of technology in the workplace are investigated.
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
4,026 citations
Cites background or result from "The socialization of achievement or..."
...These arguments suggest that men, more than women, are directed toward individualistic tasks and goals (Carlson 1971; Gill et al. 1987; see also Stein and Bailey 1973)....
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...Consistent with this view, other studies show that women are more disposed toward interpersonal goals and success in interpersonal relationships (see Carlson 1971; Gill et al. 1987; Stein and Bailey 1973)....
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TL;DR: In this paper, an argument is made for incorporating the distinction between approach and avoidance motivation into the performance-mastery dichotomy, and a revised, trichotomous framework of achievement goals comprising mastery, performance-approach, and performance-avoidance goals is described and reviewed.
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.
2,690 citations
TL;DR: It appears that a general theory of motivation is under development that has important implications for the understanding of classroom thought and behavior.
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.
2,528 citations
TL;DR: In this article, the authors present a theoretical analysis of the nature and development of children's achievement task values and discuss different theoretical components of achievement values and present empirical evidence for these components.
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.
1,690 citations
TL;DR: Motivation is considered to be one of the main determining factors in success in developing a second or foreign language (34), both referred to as L2 learning as mentioned in this paper, and motivation determines the extent of active, personal involvement in learning.
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.
1,330 citations
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01 Jan 1953TL;DR: A list of major books dealing with achievement motivation can be found in this paper.1. DERIVATION of a FANTASY MEASURE The development of a measure of the need for achievement, labeled n Achievement or n Ach, using Murray's (1938) nomenclature, began with attempts to arouse achievement motivation by telling young men that performance tests they were taking would yield information about their general intelligence and leadership abilities, and then giving them feedback on how well or poorly they had done.
Abstract: This chapter is intended to tell how and why a thematic apperceptive measure of achievement motivation was developed and to explain the significance of the measure for current theory and research. Because space does not permit a systematic review of the hundreds of studies on this topic or an explication of the increasingly complex and technical theoretical developments, we have provided a list of major books dealing with achievement motivation at the end of this chapter. DERIVATION OF A FANTASY MEASURE The development of a measure of the need for achievement, labeled n Achievement or n Ach, using Murray's (1938) nomenclature, began with attempts to arouse achievement motivation by telling young men that performance tests they were taking would yield information about their general intelligence and leadership abilities, and then giving them feedback on how well or poorly they had done (McClelland, Atkinson, Clark, & Lowell, 1953). The unique effects of this type of arousal were examined in brief imaginative stories the men wrote afterward because previous research on hunger had demonstrated that such stories sensitively reflect varying degrees of motive arousal (Atkinson & McClelland, 1948). To arrive at an empirically justified system of content analysis, a scoring system was developed based on the differences between stories written under achievement arousal versus neutral testing conditions.
1,426 citations
TL;DR: Normative data on Ss in grades 3-12 indicate that self-responsibility is already established by third grade, that older girls give more self-responsible answers than older boys, and that slight but significant age changes occur in subscale scores dependent upon the sex of the child.
Abstract: This study describes a scale for assessing children's beliefs that they, rather than other people, are responsible for their intellectual-academic successes and failures. Subscale scores assessing responsibility for successes and for failures were generally independent of each other. Split-half and test-retest reliabilities were moderately high. Normative data on 923 Ss in grades 3-12 indicate that self-responsibility is already established by third grade, that older girls give more self-responsible answers than older boys, and that slight but significant age changes occur in subscale scores dependent upon the sex of the child. Responsibility scores were moderately related to intelligence, ordinal position, and size of family, and inconsistently related to social class. Evidence of prediction to intellectual-achievement performance is presented.
1,097 citations