The relation of sex, age and school achievement to levels of aspiration.

Abstract

The principal purpose of the present study was to discover to what extent there are sex differences in level of aspiration. Previous studies have indicated that sex differences may occur, but the data are in some cases ambiguous. The influence of other factors has not been investigated sufficiently, and therefore differences in age and scholastic achievement have been taken into account in the present study. METHODThe measuring instrument used in this study was comparable in all essential respects to the 'aspiration board' developed by J. B. Rotter. 1 This task has been proven valid in previous experiments concerned with levels of aspiration and appears to be equally novel, at all age levels, for the members of both sexes.Eighty subjects were used. All were pupils in the laboratory schools at Illinois State Normal University. Ten boys and ten girls were selected at random from each of the following grades: fourth, 6ixth, eighth, and twelfth. An equal number of boys and girls were taken from each grade to facilitate statistical analysis of differences between the sexes and the various grade levels.Each subject was tested individually without any knowledge * Based upon portions of a thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Education,

Effect of achievement on the aspiration behavior of black and white children.

“…This relationship has been reported by several others (Anderson & Brandt, 1939;Muthayya, 1963;Summer & Johnson, 1949). Those who have not found a relationship between achievement and goal setting have used experimental tasks that are unrelated to school performance (Red, McCary, & Johnson, 1962;Walter & Marzolf, 1951).…”

Parental Achievement Drives for Preschool Children, the Vineland Social Maturity Scale, and the Social Deviation Quotient

“…Furthermore, Rosen (1956) found that children from the upper social strata have a need for higher achievement scores; a need which we feel probably stems from parental pressures and examples. In confirmation of this point, it seems to us, is the research finding which indicates that boys have higher achievement drives (levels of aspiration) than girls (Walter & Marzolf, 1951 ). A t first glance, there may seem to be a contradiction between the findings of McClelland, Merrill, and Rosen and the thesis of this paper.…”

The Development and Motivational Function of Expectations

“…Some researchers have failed to mention the sex of the subjects (Crandall, Solomon, & Kellaway, 1961), and some have used only one sex of subjects (Crandall, Good, & Crandall, 1964;Diggory & Morlock, 1964;Feather, 1966;Locke & Bryan, 1966;Zajonc & Brickman, 1969). Nevertheless, there are researchers who contend with the issue of sex differences in expectancy statements (Bardwell, 1976;Bigelow, 1982;Clifford, 1975;Dweck, Davidson, Nelson, & Enna, 1978;Parsons et al, 1982;Walter & Marzoff, 1951). Walter and Marzoff (1951) compared the goal discrepancy scores of 4th, 6th, 8th, and 12th grade boys and girls.…”

“…Nevertheless, there are researchers who contend with the issue of sex differences in expectancy statements (Bardwell, 1976;Bigelow, 1982;Clifford, 1975;Dweck, Davidson, Nelson, & Enna, 1978;Parsons et al, 1982;Walter & Marzoff, 1951). Walter and Marzoff (1951) compared the goal discrepancy scores of 4th, 6th, 8th, and 12th grade boys and girls. They found that boys had higher goal discrepancy scores (i.e., were more inaccurate) than girls.…”