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|Title:||A Study of Career and Achievement Motivation; Three Life Roles of Worker, Homemaker, and Student; And Sex Differences for Young Adults|
|Author(s):||Rooney, Gail Ann Schields|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Educational Psychology|
|Abstract:||The purpose of the study was threefold. First, three clusters of selected antecedent factors and life roles were examined to determine the best predictors of dimensions of career and achievement motivation for young adult women and men. Second, dimensions of career and achievement motivation and antecedents to these motivations were used to distinguish among three life roles. Third, sex differences were assessed for the motivation dimensions and antecedent factors.
Subjects were 212 graduates from two high schools in Illinois. Subjects were 3 years out of high school when surveyed with mailed questionnaires. A 75% return rate was obtained from the total possible sample. Data analyses included hierarchical multiple regression and discriminant analyses.
Results indicate that different patterns of the selected antecedent factors predict the various motivation dimensions. Self-concept, background, and context factors contribute equally to the prediction of career commitment. Background characteristics are most salient in predicting level of education/career aspirations and motivation to work for support. Self-concept factors are the most salient predictors of mastery achievement and homemaking commitment. Environmental context factors and role status of subjects contribute only moderately to prediction of the motivation dimensions.
In discriminating the three life role groups of worker, student, and homemaker, results indicate that students are distinguished from homemakers and workers by higher education/career aspirations, greater perceived academic support from parents, and lower attributions of cooperation. Homemakers are separated from students and workers by higher social approval values, lower career commitment, and lower perceived teacher support. The discriminant function distinguishing between males and females finds women with greater endorsement of a feminine sex role orientation, higher academic achievement, and greater role satisfaction, while men have greater career commitment and greater endorsement of a masculine sex role orientation.
Discussion emphasized that the motivation dimensions are different constructs with different antecedents; these differences need to be considered by researchers and practitioners. Continued research on factors that distinguish various life roles was stressed, and longitudinal study of the young people's career and achievement motivation in relation to changing life roles was encouraged.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|