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Original Study
| Published: February 06, 2024
Achievement Motivation in College Students as A Function of Their Belief in Gender Roles
PG Research Scholar, Master of Clinical Psychology, Salesian College, Siliguri, West Bengal, India Google Scholar More about the auther
Clinical Psychologist, Rector Salesian College (Sonada), West Bengal, India Google Scholar More about the auther
DIP: 18.01.045.20241201
DOI: 10.25215/1201.045
ABSTRACT
This study aims to understand the relationship between college students’ achievement motivation and gender role beliefs. Achievement motivation is the fuel that ignites a passion for learning and helps students stay focused on their studies. Apart from economic and personal factors, a student’s achievement motivation may be affected by social concepts like gender role beliefs (traditional or egalitarian beliefs) too. The pressure on Indian students to balance gender role expectations and family responsibilities might impact their career aspirations. The present study is quantitative research conducted on a sample of 185 students (112 females and 73 males) from Salesian College (Siliguri). The sample was selected using the purposive sampling technique. Standardized scales were employed to collect the data, and the quantitative data was scored based on test norms to obtain raw scores. The collected data was analyzed using SPSS version 26. Based on Pearson’s correlation, a statistically significant correlation between achievement motivation and gender role beliefs was observed in females. Additionally, no gender differences were found in the levels of achievement motivation. The study also highlights the need for interventions and support systems to enhance motivation among college students.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2024, Singh, S. & Chacko, J.
Received: August 18, 2023; Revision Received: February 02, 2024; Accepted: February 06, 2024
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.045.20241201
10.25215/1201.045
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Published in Volume 12, Issue 1, January-March, 2024