Achievement Motive and Gender

Is the Achievement Motive Gender-Biased? The Validity of TAT/PSE in Women and Men

In picture story exercises like the Thematic Apperception Test (TAT; Heckhausen, 1963), different pictures are presented to a person with the instruction to create a story using the scenes portrayed in the image. It is assumed, that people identify themselves with the people in the images and project their unconscious motives (e.g., achievement motive) onto them. As the TAT shows only men in th...

Achievement incentives determine the effects of achievement-motive incongruence on flow experience

Previous research has shown that incongruence between implicit and explicit achievement motives impairs flow experience. We examined this relationship in a more differentiated manner by arguing that achievement-motive incongruence only exerts negative effects when individuals act in situations in which achievement incentives are present and arouse conflict between the two motives. In nonachieve...

Gender Differences in Achievement Motivation

The paper deals with gender differences in achievement motivation of university students as well as searches for specific aspects of personality that participate in achievement motivation. At the same time it presents an overview of the number of differences found out by means of LMI methodology.

Gender and Achievement in Higher Education1

In 1986, Professor Errol Miller published what would become a historic monograph – The Marginalisation of the Black Male: Insights from the Teaching Profession. Although many never bothered to read the text, its provocative title drew attention to a reality that was beginning to become apparent in the Anglophone Caribbean region, that is that females who in this region had always had relatively...

Gender and Student Achievement in English Schools