Achievement and Affiliation Needs of Young Adult and Middle-Aged Women

Validation of the Psychological Work Maturity Scale in Chinese Employees

“…Previous literature suggests that students who are over 25 years old (ages 25-30, 31-40, 41 and above) are more achievement oriented than students between the ages of 17 and 24 (F 3,689 = 6.41, p < .001 ;Nunn, 1994). Erdwins, Tyer, and Mellinger (1982) also found that women aged 40 to 55 tended to report stronger achievement motivation than women aged 18 to 22. Additionally, older people were more likely to rate themselves as more conscientious than younger people as measured by Big Five personality factors in a study involving a large sample of U.S. working adults (r 3629 = .32, p < .01; Goldberg, Sweeney, Merenda, & Hughes, 1998).…”

Educational and Mental Health Factors Associated With the Return of Mid‐life Women to School

“…In a study comparing women students who were 29 to 55 with homemakers of similar ages, Erdwins, Tyer, and Mellinger (1980) did not find significant differences between the two groups in achievement motivation, self-esteem, or masculinity. In another study by the same authors (Erdwins et al, 1982) in which two groups of students (ages 18 to 22 and 40 to 55) were compared with a group of full-time homemakers (40 to 55), the authors found that the older women expressed greater motivation for achievement than the younger women; that among the older women, the housewives' achievement needs were characterized by conformity whereas the older students' achievement needs were related to independence. Similarly, Betz (1982) found in a 10-year follow-up study of college graduates that regardless of employment status, self-actualization was the foremost need of graduates.…”

Reentry Women: A Literature Review With Recommendations for Counseling and Research

“…Reentry students have scored lower than have homemakers on measures of affiliation (Erdwins & Mellinger, 1984;Erdwins et al, 1982; and responsibility (Erdwins & Mellinger, 1984;. Reentry women have Padula also exhibited a less internalized locus of control than have single career women and married career women (Erdwins & Mellinger, 1984;.…”

“…Ethnicity is frequently ignored in the research, but when reported reveals that most of reentry women studied are White. When involved in educational programs, reentry women have been found to have significantly higher grade point averages than do traditional students (Badenhoop & Johansen, 1980;Erdwins, Tyer, & Mellinger, 1982) and men who have reentered college (Smart & Pascarella, 1987). They have also been found to have high educational aspirations (Smart & Pascarella, 1987) and to have higher educational goals than do traditional students (Badenhoop & Johansen, 1980).…”

“…Reentry women have been found to be more concerned with independent activity, as measured by the California Personality Inventory (CPI; Gough, 1975), as compared with homemakers, married career women, and single career women (Erdwins & Mellinger, 1984, 1985 and as compared with traditional unmarried students (Erdwins et al, 1982). Reentry women have also scored significantly higher on measures of achievement motivation (Erdwins et al, 1982;Pickering & Galvin-Schaefers, 1988) than have traditional students and married career women (Erdwins & Mellinger, 1984), but were not found to differ from homemakers in one study (Erdwins, Tyer, & Mellinger, 1980). As compared with traditional students, reentry women have also been found to exhibit less ambivalent attitudes toward achievement (Freilino & Hummel, 1985).…”