Achievement motivation theory and occupational choice

Janman, Karen

doi:10.1002/ejsp.2420170307

Cited by 10 publications

(5 citation statements)

References 36 publications

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“…Both evidence reviewed by Lenney (1977) and that published more recently (McHugh et al, 1982;Gitelson et al, 1982;McHugh and Frieze, 1982) show that, when sex appropriateness of the experimental task is manipulated, females expect to do at least as well as males on "feminine" and some neutral tasks. This has also been shown in a more applied study of expectancies for various occupational choices (Janman, 1987).…”

Section: The Role Of Expectancy In Academic Aspirations and Achievementsupporting

confidence: 55%

“…Two possible causes of lower achievement in women which are frequently studied are expectancy (of success in a given area) and interest or incentive. The latter has been well documented as an important determinant of academic choices (Eccles et al, 1984;Janman, 1985;Garratt, 1986) as well as occupational choices (Betz and Hackett, 1981;Janman, 1987) and will not be of primary concern here. Rather, the present study aimed to investigate the possible role of expectancy in the A-level choices and university aspirations of a sample of male and female sixth form pupils.…”

Section: The Role Of Expectancy In Academic Aspirations and Achievementmentioning

confidence: 92%

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A‐level Expectancies and University Aspirations of Males and Females

Janman

1987

Brit J of Edu Psychol

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SUMMARY. This study, utilising both an examination of the national statistics and a detailed survey of a smaller group of sixth form students, draws attention to the sex differences still found in expected and actual examination results. In gross numbers of students and passes, girls are likely to reach equality with boys up to A-level in the fairly near future. However, two areas of sex differences, the sex stereotyping of subject choices and the grade attainments of males and females, still represent sources of grave concern for anyone worried about inequality. In the future the real test will be whether the boundaries break down around the courses that are now still predominantly male or female in recruitment, and whether the more general sex-typing of higher education as masculine subsides sufficiently for females to both want, and expect, to equal the performance of their male peers. 1NTRODUCTlONBrief review of the educational statistics DESPITE the Sex Discrimination Act of 1975, reports and research concerned with the educational experiences and attainment of both males and females continue to show that the final educational attainment of women typically falls behind that of men.The movement of females with age from a superiority to an inferiority relative to their male counterparts can be consistently traced through the literature. In general, reading ability appears to be superior in girls up to the age of about 11 years (Douglas, 1964; DES, 1978) whilst mathematical ability shows only a few differences, in spatial perception for example, although these latter results are less clear cut and frequently fail to reach statistical significance (see Wilkin, 1982, for a review of this literature). Most reviewers of the literature on infant and primary school children conclude that by halfway through their schooling there are no outstanding differences between the sexes in overall attainment in the two basic subjects of reading and mathematics.By the time pupils sit their Certificate of Secondary Education (CSE) and the General Certificate of Education (GCE) and 0-level examinations, the specific subject specialisation which continues through their academic choices is very apparent. Despite 50.8 per cent of passes at 0-level in 1984 being attained by girls (Statistics of Education, 1984). the strong sex differences in 0-level subjects taken result in girls' successes being generally in arts, social science and language subjects, compared with those in mathematics and pure sciences taken by boys.At this stage, and by these measures, girls are slightly more successful than boys, although the interests of both sexes lie within specific subject ranges.The proportion of the sexes staying on at school for two years to take GCE A-levels are approximately equal (girls 18 per cent, boys 19 per cent) but it is here that the most significant differences in educational attainment begin to appear (Social Trends, 1984). Fewer girls than boys (7 per cent vs. 10 per cent) attain three or more A-level passes. Thus, despite the...

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Section: The Role Of Expectancy In Academic Aspirations and Achievementsupporting

confidence: 55%

Section: The Role Of Expectancy In Academic Aspirations and Achievementmentioning

confidence: 92%

A‐level Expectancies and University Aspirations of Males and Females

Janman

1987

Brit J of Edu Psychol

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“…Women are least and men most confident on masculine-gender-typed tasks (Bridges, 1988; Deaux & Farris, 1977; Janman, 1987; Karabenick, Sweeney, & Penrose, 1983). Self-consistency theory predicts that men's high confidence on masculine tasks will positively bias their self-evaluations, resulting in overestimations of performance.…”

mentioning

confidence: 99%

Gender differences in the accuracy of self-evaluations of performance.

Beyer

1990

Journal of Personality and Social Psychology

456

267

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Research has shown that gender differences in self-perceptions exist. However, interpretational ambiguities make it impossible to determine whether these gender differences are due to the operation of biases. The present research investigated whether gender differences in biased selfperceptions exist by assessing the accuracy of posttask self-evaluations of performance. In accordance with self-consistency theory, it was hypothesized that Ss' expectancies affect their posttask self-evaluations. For example, men who generally have high expectancies on masculine-gendertyped tasks were hypothesized to evidence overly positive self-evaluations. Women, who generally hold low expectancies on masculine tasks, were hypothesized to hold overly negative self-evaluations. The results confirmed that self-consistency tendencies can partially explain self-perception biases. The implications of these findings for women's achievement behavior and self-confidence are discussed.

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“…The outcome expectations refer to a person's expectations regarding the probability and value of the results of a specific action. According to Janman (1987), the expected significance of the rewards and outcomes from an occupation will lead to its being chosen over other occupations. Following these theoretical prescriptions, in the current study, we posit that when a person has a low level of satisfaction with a current job or career, the gap between the desired and actual outcomes would become larger, thereby leading to the development of heightened expectations and rewards from a new career path.…”

Section: The Antecedents Of Career Change Intentionmentioning

confidence: 99%

The antecedents of career change intention in middle-level managers: the role of job and career satisfaction

Karadağ

Şahin²

2022

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PurposeThis investigates the interrelationships between job and career satisfaction and career change intention through the extension of the theory of planned behavior (TPB).Design/methodology/approachThe data for the study is collected from 219 top and middle-level managers and analyzed through partial least squares path structural equation modeling (PLS-SEM).FindingsFindings indicate that job and career satisfaction have a significant and negative impact on personal attitude toward career change and subjective norms, whereas all three constructs of the TPB influence the intention to change career. In addition, the mediation of personal attitude and subjective norm pathways were found to be significant for both job and career satisfaction and career change intention relationships, while no mediation effect was identified for the perceived behavior control construct of the TPB.Research limitations/implicationsThe results suggest important theoretical and practical implications. First, a novel model of mediation between job and career satisfaction and the intention to turn away from an existing career is introduced between job and career satisfaction and career change intention associations for testing the full TPB framework.Practical implicationsThe findings imply that the impact of cognitive factors, including having a positive opinion about the potential outcomes of switching to a new career, the level of pressure exerted by significant third parties about making a career change, and the self-belief about making this change happen should be closely investigated when examining the determinants of career change intention.Originality/valueTo the best of the authors’ knowledge, this is the first empirical research study that tests the impact of the determinants of TPB on career change intention within a sample of professional managers from an emerging economy context.

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Achievement motivation theory and occupational choice

Cited by 10 publications

References 36 publications

A‐level Expectancies and University Aspirations of Males and Females

A‐level Expectancies and University Aspirations of Males and Females

Gender differences in the accuracy of self-evaluations of performance.

The antecedents of career change intention in middle-level managers: the role of job and career satisfaction

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