Abstract
University women preselected for traditionality of role orientation were administered a task described as a test either of intelligence or social skills. Results generally supported the hypothesis that instructions interact with a women's role orientation in determining both her achievement motivation, as measured projectively, and her performance. Differences in motivation and performance were interpreted in terms of women's definitions of appropriate achievement situations. Nontraditional women displayed achievement motivation on a projective measure under standard intellectual arousal conditions. Traditionally role-oriented women displayed greater achievement motivation under affiliative arousal conditions. The importance of measuring achievement in traditionally feminine areas, in addition to more traditionally masculine intellectual achievement, was stressed.
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Portions of this research were included in a thesis submitted by the first author in partial fulfillment of the requirements for the M.A. degree at the University of Illinois at Chicago Circle.
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Gralewski, C., Rodgon, M.M. Effects of social and intellectual instruction on achievement motivation as a function of role orientation. Sex Roles 6, 301–309 (1980). https://doi.org/10.1007/BF00287351
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DOI: https://doi.org/10.1007/BF00287351