Some Measurements of Achievement Orientation

Kahl, Joseph A.

doi:10.1086/223961

Cited by 53 publications

(15 citation statements)

References 6 publications

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“…To measure need for achievement, Cromie and Johns (1983, p. 318) suggest that measures of achievement values based on conscious beliefs are preferable to projective tests, which are mainly used to measure achievement motivation as introduced by McCelland (1961). Although there are a number of pencil-and-paper tests to measure achievement motivation, most have a unitary dimension (Cromie, 2000) and therefore, we adapted eight items from Kahl's (1965) achievement values. According to him, achievement orientation is multidimensional and consists of four key components: desire for occupational accomplishment, independence of family (individualism), activism or mastery over the environment and trust in people.…”

Section: Research Design Sampling and Data Collectionmentioning

confidence: 99%

The moderating role of higher education on entrepreneurship

Ertuna

Gürel

2011

Education + Training

100

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Cataloged from PDF version of article.Purpose: Entrepreneurial activities have a great impact on the economy and entrepreneurs are even more important for developing countries. Accordingly, the need for entrepreneurial graduates is increasing. Thus, this study aims to investigate the role of higher education with regard to the entrepreneurial intentions and traits of university students in Turkey. Design/methodology/approach: A survey was administered to freshmen and senior university students studying business and engineering at five established universities in Turkey, yielding a total sample of 767. Findings: This logistic regression analysis indicates that some personality traits play an important role in influencing the students' intention to become entrepreneurs. The study findings also suggest that students with higher education have a higher intention of becoming entrepreneurs. Research limitations/implications: The cross-sectional method of data collection was used. However, longitudinal data from a bigger sample would have provided more valid support for the study. Practical implications: The findings of this study have important implications for those who formulate, deliver and evaluate educational policy in Turkey. Based on the findings, policy makers may wish to review the current higher educational system and make changes to foster students' entrepreneurial mindset. Originality/value: The study fills the gap in the literature by particularly testing the moderating effect of education between entrepreneurial traits and intentions. © Emerald Group Publishing Limited

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Section: Research Design Sampling and Data Collectionmentioning

confidence: 99%

The moderating role of higher education on entrepreneurship

Ertuna

Gürel

2011

Education + Training

100

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“…Then, Armer and Schnaiberg (1972) tested the scales on a sample of 202 married White males from lower-to middle-class groups in an uptown Chicago area. They found Kahl's (1968) to be the best, but reliability and validity were low on all of the scales. Their findings do not indicate that modernity scales are universally invalid, but more work is needed to refine them.…”

Section: Measuring Modernizationmentioning

confidence: 98%

“…Societies that are industrialized would lie higher on the continuum than preindustrialized societies. Coughenour and Stephenson (1972) reviewed the literature on individual measures of modernity, and Armer and Schnaiberg (1972) examined four different scales constructed and used by Smith and Inkeles (1966), Kahl (1968), andArmer (1970). They found that the scales tested in Third World countries were cross-national rather than crosscultural in nature, there were prima facie differences in their content, and no information was available on their reliability and validity.…”

Section: Measuring Modernizationmentioning

confidence: 99%

Modernization as Changes in Cultural Complexity: New Cross-Cultural Measurements

Divale¹,

Seda

2001

Cross-Cultural Research

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A cross-cultural modernization scale is constructed using a worldwide sample of 136 societies in the Standard Cross-Cultural Sample. The operational definition of modernization is a change from traditional customs to ones that are forced or voluntarily borrowed from a dominant society that results in changes in behavior or customs. As a result of analysis using principal component analysis, we interpret the modernization process as a series of four separate stages that societies go through. Five separate hypotheses concerning modernization are tested and receive moderate support. It appears that the first stage (changes in government, trade, and education) and last stage (changes in behavior) of the modernization process are related to the five hypotheses. The second stage (changes in health, technology, and transportation) and the third stage (changes in family structure, religion, and personal toilet) are not.Modernization occurs when a more dominant and complex society comes in sustained contact with a less complex society and the more dominant and complex society exhorts an influence for change in the less complex society. Some of the change is involun-127

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“…The specific contribution of ability to occupational achievement is, however, somewhat difficult to estimate (Duncan, 1968). Even more uncertain is our knowledge about the social psychological variables identified variously as motives, aspirations, value orientations, and so forth (Kahl, 1965;Stacey, 1965;Crockett, 1966). Efforts to include such variables in models of the achievement process (e.g., Duncan, 1969) have served to highlight the difficult problems of measurement and inference that are encountered as soon as one attempts to achieve any degree of rigor in this area.…”

Section: The Problemmentioning

confidence: 99%

Psychological and cultural factors in the process of occupational achievement

Duncan

Featherman²

1972

Social Science Research

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An eight-equation model embodies the hypothesis that cultural differences among ethnic-religious groups give rise to differences in psychological dispositions, which, though not directly observable, influence occupational achievement, directly or via educational attainment, while being subject to feedback from one or the other of these endogenous variables. Dispositions are reflected in three fallible indicators, constructed from items in a survey interview of native white men in the Detroit area; the survey also secured socioeconomic measures and an estimate of intelligence. The model is block recursive and over-identified. Parameter estimates are secured by a sequence of ordinary least squares and two-stage least squares procedures, after solving out the structural equations to eliminate the unobservable variables. Numerical results do not strongly support the 'Protestant Ethic" theory of achievement, but do suggest that the influence of education on occupation is mediated by motivational as well as cognitive and institutional factors.

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Some Measurements of Achievement Orientation

Cited by 53 publications

References 6 publications

The moderating role of higher education on entrepreneurship

The moderating role of higher education on entrepreneurship

Modernization as Changes in Cultural Complexity: New Cross-Cultural Measurements

Psychological and cultural factors in the process of occupational achievement

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