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Achievement orientation: Origins, influences, and outcomes

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Date Issued:
1997
Summary:
Adolescent orientation toward achievement is hypothesized to be composed of motivation, school achievement, and family values. Previous studies suggest that ability and effort, internal and external orientations, and the intellectual and cultural environment of the family were found to affect adolescent orientation toward achievement. A study was conducted to further explore these proposed components of achievement and reveal the origins, influences, and outcomes of achievement orientation. African-American, Anglo-American, and Hispanic-American sixth grade students were administered multiple questionnaires that addressed different aspects of achievement orientation. After focus groups identified any biased and confusing items, factor analyses were conducted on the instruments. Both the original and revised subscales were correlated with academic achievement outcome variables (i.e., cumulative grade point average, SAT math scores, SAT reading scores, socioeconomic status). Using GPA as the primary outcome variable, Hotelling T-tests between the original and revised subscales revealed that overall the revised subscales were more strongly related to GPA across subsamples than the originals. Furthermore, linear regression analysis demonstrated that intrinsically-oriented subscales and subscales related to boredom significantly contributed to the prediction of GPA for Anglo-Americans and African-Americans, but only a subscale related to unknown control over achievement contributed to the prediction of GPA for Hispanic-Americans. However, post-hoc analyses revealed intrinsically-oriented items as having the strongest relationship with GPA across subsamples. The results both supported and expanded upon the literature relating to achievement orientation.
Title: Achievement orientation: Origins, influences, and outcomes.
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Name(s): Chambers, Wendy Colleen.
Florida Atlantic University, Degree grantor
Laursen, Brett, Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1997
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 178 p.
Language(s): English
Summary: Adolescent orientation toward achievement is hypothesized to be composed of motivation, school achievement, and family values. Previous studies suggest that ability and effort, internal and external orientations, and the intellectual and cultural environment of the family were found to affect adolescent orientation toward achievement. A study was conducted to further explore these proposed components of achievement and reveal the origins, influences, and outcomes of achievement orientation. African-American, Anglo-American, and Hispanic-American sixth grade students were administered multiple questionnaires that addressed different aspects of achievement orientation. After focus groups identified any biased and confusing items, factor analyses were conducted on the instruments. Both the original and revised subscales were correlated with academic achievement outcome variables (i.e., cumulative grade point average, SAT math scores, SAT reading scores, socioeconomic status). Using GPA as the primary outcome variable, Hotelling T-tests between the original and revised subscales revealed that overall the revised subscales were more strongly related to GPA across subsamples than the originals. Furthermore, linear regression analysis demonstrated that intrinsically-oriented subscales and subscales related to boredom significantly contributed to the prediction of GPA for Anglo-Americans and African-Americans, but only a subscale related to unknown control over achievement contributed to the prediction of GPA for Hispanic-Americans. However, post-hoc analyses revealed intrinsically-oriented items as having the strongest relationship with GPA across subsamples. The results both supported and expanded upon the literature relating to achievement orientation.
Identifier: 9780591753097 (isbn), 15527 (digitool), FADT15527 (IID), fau:12289 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (M.A.)--Florida Atlantic University, 1997.
Charles E. Schmidt College of Science
Subject(s): Achievement motivation in adolescence
Adolescent psychology
Educational psychology--Adolescence
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/15527
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.