A STUDY OF RELATIONSHIPS AMONG ACHIEVEMENT MOTIVATION, SEX ROLE IDENTITY, CAREER/FAMILY ROLE ORIENTATION, AND ACADEMIC ACHIEVEMENT OF FEMALE STUDENTS IN PROFESSIONAL NURSING EDUCATION.
Contributors: Georgia State University.
Published: 1984
Number of pages: 299
Subjects: Education, Curriculum and Instruction.
Description: Purpose. The purpose of this study was to investigate selected nonintellective variables (Achievement Motivation, Sex Role Identity, and Career/Family Role Orientation), along with traditional intellective factors (scholastic ability and prior academic achievement), as predictors of the academic achievement of female students in one strongly feminine-typed field--specifically, professional nursing.

Methods and Procedures. The sample in this descriptive corrrelational field study consisted of 57 female nursing students graduating from one baccalaureate nursing education program. Data were analyzed using an SPSS statistical program for multiple regression.

Measures of intellctive factors were: (1) verbal and math scores on the Scholastic Aptitude Test; (2) prior college grade-point average (GPA); and (3) Nursing GPA. Nonintellective variables were measured by three self-report instruments administered to the subjects collectively before graduation. These instruments were (1) Work and Family Orientation Questionnaire (Helmreich & Spence, 1978); (2) Personal Attributes Questionnaire (Spence & Helmreich, 1978); and (3) Life Style Index (Angrist & Almquist, 1975).

Results. Two intellective and two nonintellective variables entered the multiple regression equation for predicting Nursing GPA, collectively accounting for 65% of the variance. In order of entry, these variables individually accounted for the following amounts of variance in Nursing GPA: (1) Prior College GPA, 49%; (2) Personal Unconcern (an Achievement Motivation factor which was defined as lack of concern about possible negative reactions of others to one's personal achievement), 7%; (3) SAT-Verbal, 5%; and (4) Number of Children Desired (one of the Career/Family Role Orientation variables), 4%.

Conclusions. Consistent with findings of other academic prediction studies, intellective factors were by far the strongest predictors of academic achievement in nursing. Certain nonintellective factors examined did, however, contribute small but unique and statistically significant increments in predictive accuracy. These findings provide some descriptive/correlational support for the suggestion in the literature that certain Achievement Motivation factors and certain attitudes toward career and family are related to the achievement of females in professional nursing education in the setting studied.
Notes: Source: Dissertation Abstracts International, Volume: 45-02, Section: A, page: 0401.

Thesis (PH.D.)--GEORGIA STATE UNIVERSITY, 1984.

School code: 0079.