Abstract
For a sample of 223 college students, scales reflecting two approaches to measuring “academic job involvement” were correlated with each other and with measures of verbal ability, personality characteristics, academic performance, and course satisfaction. The two approaches to measuring academic job involvement were an adaptation of the Lodahl and Kejner job involvement scale and two semantic differential scales. The Lodahl and Kejner and semantic differential scales were only moderately correlated. None of the academic job involvement scales were significantly related to either verbal ability or academic performance. The Lodahl and Kejner scale correlated higher with measures of resultant achievement motivation and Protestant Ethic attitudes, and the semantic differential scales correlated higher with course satisfaction.
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