Achievement imagery in women's lives from adolescence to adulthood
Bibliographic Data
| ID | 10163672 |
|---|---|
| Authors | Glen H Elder (corresponding author), Deborah J Macinnis (0000-0001-5868-9785) |
| Year | 1983 |
| Volume | 45 |
| Issue | 2 |
| Pages | 394-404 |
| Publication date | 1983-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Personality and Social Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-3514 • E-ISSN: 1939-1315 |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/0022-3514.45.2.394 |
| OpenAlex | W2149664034 |
| Language | EN |
| Citations received | 8 |
| References cited | 9 |
Situational influences have long been recognized as a primary source of variation in the relation between achievement imagery and behavior. These situational influences occur within the evolving life course and reflect both the past and the anticipated future. Using a well-known longitudinal archive, this study views situational incentives in the anticipated careers of adolescent girls as a contextual determinant of the relation between their achievement imagery and behavior from adolescence,to early adulthood. The analysis identifies two motivational trajectories: the social-marital path of achievement-oriented girls who claimed a domestic or family-centered future and the worklife-career sequence of highly motivated girls (high need for Achievement) who favored family and work interests. The first career sequence links achievement motivation with investment in activities that are part of the sequence of dating, courtship, and marriage. Boys and dating ranked high in the adolescence of these young women, and they tended to bear more children in their adult years. In the second career of education and work, the achievement imagery of girls is related to their IQ, grades, and conversational topics that are about other than boy-girl issues. In young adulthood these women tended to finish school, marry, and start a family at a later age. The study highlights the value of a life-course perspective on achievement thoughts and motivation across the life span. The relation between achievement motivation and behavior warrants greater consideration within the life course. Typically, the behavioral expression of need for Achievement (« Ach) has been examined within a situation-specific framework, 1 but the temporal frame of action extends beyond specific situations to the experienced and anticipated life course. Achievement motivation acquires more precise meaning and direction when examined within the context of life goals (e.g., vocational desires). Two goal frameworks (family-centered/domestic and career oriented) specify different lines of action for
Adolescent development · Developmental psychology · Early adulthood · Young adult · Early Childhood Education and Development · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Parental Involvement in Education · Psychology · Social Psychology
Validity of questionnaire and TAT measures of need for achievement
Personality and having children
Adolescent Leadership and Adulthood Fertility
Characteristics of the first child predict the parents' probability of having another child
Social Context Differences in the Relation Between Self-Esteem and Self-Concept During Late Adolescence
Determining career orientations in women from different social-class backgrounds
I've got a lot to do and i don't think i'll have the time
Orientations to the future
How Ideology Shapes Women's Lives
On the family, education, and war
Studying personality in the context of an advanced motivational psychology
Changes in family roles, socialization, and sex differences
Achievement and Women
Marriage and Work in America
Some characteristics of the achievement motive in women
Life-Span Theories and Women's Lives
Age Differentiation and the Life Course
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,21 |
| Citation span | 1987 - 2010 (24) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |