Abstract
Achievement motivation is considered a prerequisite for success in academic settings. The present study was carried out with the objectives to investigate the gender related differences and differences across academic majors on achievement motivation among college students. The study was carried on 80 undergraduate students of various colleges from Jammu region, 40 males and 40 females (ages 18-23 years) selected by purposive sampling method. As per research plan all 80 subjects were selected on the basis of gender (males and females) and academic majors (arts and sciences) using Achievement Motivation Scale. t- Test was used for deriving the results. Significant difference was found between the achievement motivation of sciences and arts stream students and achievement motivation among male and female college students. The differences indicate significant role of gender and academic majors in achievement motivation of college students.
Highlights
Achievement motivation is a widely researched topic in both the fields of psychology and education
Achievement motivation is an important issue for psychologists and individuals in the field of education because it has been correlated with academic self-concept (Marsh & Ayotte, 2003), academic self-efficacy (Bong & Skaalvik, 2003), personality traits (Mandel & Marcus, 1988), developmental level (Guay, Marsh, & Boivin, 2003), and gender differences (Mandel & Marcus, 1988)
It was hypothesized that there will be no significant difference between the achievement motivation of male and female college students and between students of science and arts stream
Summary
Achievement motivation is a widely researched topic in both the fields of psychology and education. Student’s choice of academic major has its relation with their level of achievement motivation (Upadhyay and Tiwari, 2009). It was hypothesized that there will be no significant difference between the achievement motivation of male and female college students and between students of science and arts stream. Linnenbrink and Pintrich (2002) posited that competence beliefs are important because they predict performance and task choice These beliefs affect the student’s motivation to succeed and achieve a goal. Results revealed that Chinese high school students had significantly higher n-Ach scores than their British counterparts Female subjects of both cultures had higher scores than males, this difference was significant for British female subjects only
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