Achievement Strivings Scale

Spence, Janet T.; Helmreich, Robert L.; Pred, Robert S.

doi:10.1037/t08032-000

Cited by 12 publications

(17 citation statements)

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“…For example, items loading onto the Achievement Attitudes subscale concerned respondents' assessment of the educational environment and of the utility of academic success. There are many similarities between these items and those that typically comprise standard measures of achievement motivation (Fineman, 1977; Jackson, 1974; Spence & Helmreich, 1983). The Beliefs subscale items also have much in common with those of the Modern Racism Scale (McConahay, 1986), and the impression management items may be assessing dimensions of self-monitoring behavior (Snyder, 1979; Snyder & Gangestad, 1986).…”

Section: Discussionmentioning

confidence: 99%

Racial identity, academic achievement, and the psychological well-being of economically disadvantaged adolescents.

Arroyo¹,

Zigler²

1995

Journal of Personality and Social Psychology

185

164

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The relation between racial identity and personal psychological functioning was examined within the framework of the "racelessness" construct proposed by Fordham and Ogbu (S. Fordham, 1988; S. Fordham & J. U. Ogbu, 1986). These researchers have proposed that academically successful African American students achieve their success by adopting behaviors and attitudes that distance them from their culture of origin, resulting in increased feelings of depression, anxiety, and identity confusion. Studies 1 and 2 describe the development of the Racelessness Scale (RS) designed to test these assumptions. Study 2 also investigated Race X Achievement level differences in students' responses to the RS. In Study 3, correlations between the RS and measures of depression, self-efficacy, anxiety, alienation, and collective self-esteem were assessed. The pattern of results in Study 2 suggest that the behaviors and attitudes described by Fordham and Ogbu are common to high-achieving adolescents and not specific to African Americans. However, racial differences in the pattern of associations between the RS and measures of depression suggest that racelessness may have important psychological consequences for African American adolescents.

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Section: Discussionmentioning

confidence: 99%

Racial identity, academic achievement, and the psychological well-being of economically disadvantaged adolescents.

Arroyo¹,

Zigler²

1995

Journal of Personality and Social Psychology

185

164

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“…Earlier research found that conation (i.e., intellectual striving) and motivation were correlated with student success in distance learning courses (Atman, 1987; Biner, Blink,Huffman, & Dean, 1995; Coggins, 1988; Cookson, 1989). On this basis, we decided to use the NFCS (Cacioppo & Petty,1982) and the Work Orientation and Family Orientation Scale (WOFO; Spence & Helmreich, 1983) in the present study. The NFCS was designed to measure “the tendency for an individual to engage in and enjoy thinking” (Cacioppo & Petty, 1982, p. 116).…”

Section: Methodsmentioning

confidence: 99%

Characteristics of students who enroll and succeed in psychology Web-based classes.

Wang¹,

Newlin²

2000

Journal of Educational Psychology

163

128

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This study compared the cognitive-motivational and demographic characteristics of students enrolled in 3 Web-based sections of Psychological Statistics with their counterparts in 3 conventional (face-to-face) sections of this course. No demographic differences were found; however, cyberstudents exhibited a greater external locus of control than conventional students. The authors also investigated whether there were any predictors of student performance in Web courses. Measures of on-line course activity (e.g., homepage hit rate), a high need for cognition, and an internal locus of control were predictive of cyberstudent success. The authors discuss the implications of these results for instructors who are considering the design and implementation of Web-based classes.

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“…Certainly, the motive FOS should be antagonistic to need for success. It may be that the collapse of success and failure motives into a single scale is unjustified and that a multidimensional approach to achievement needs proves the more fruitful (e.g., Spence & Helmreich, 1978, 1983).…”

Section: Discussionmentioning

confidence: 99%

Fear of success: Motive and cognition.

Hyland¹,

Curtis²,

Mason³

1985

Journal of Personality and Social Psychology

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Two explanations of fear of success (FOS), that it is a motive and that it is a sex role stereotype or cognition, are related to two methods of assessment, objective (CONCOSS) and projective measures of FOS. Contrary to the predictions of motivation theory, stories written in response to sex-inappropriate success cues did not correlate negatively with sex-appropriate nonsuccess cues. Moreover, giving teenage girls positive information about sex-inappropriate success resulted in long-term positive changes in story content (which was consistent with the cognition explanation) but there was no long-term change in CONCOSS score (which was consistent with the motive explanation). Sex and ability differences were found on CONCOSS but not on the projective measure, and the two measures did not correlate. The evidence suggests that the motive FOS and cognition FOS are differentially assessed via objective and projective measures. It seems that sex-inappropriate cues are culturally marked and, lacking the ambiguity characteristic of other projective tests, elicit culturally based rather than motive-based stories.

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Achievement Strivings Scale

Cited by 12 publications

References 0 publications

Racial identity, academic achievement, and the psychological well-being of economically disadvantaged adolescents.

Racial identity, academic achievement, and the psychological well-being of economically disadvantaged adolescents.

Characteristics of students who enroll and succeed in psychology Web-based classes.

Fear of success: Motive and cognition.

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