FEATURES OF ACHIEVEMENT MOTIVATION AMONG STUDENTS WITH DIFFERENT GENDER CHARACTERISTICS
Kuleshova Polina Dmitrievna
3rd year student of the Faculty of Psychology
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
The article examines the features of achievement motivation among students with gender inclinations.
Keywords: motivation, achievement motivation, gender characteristics, masculinity, femininity, androgyny, students.
The study of achievement motivation is one of the urgent problems of personality psychology. For students, this issue plays a decisive role in their lives, especially in the current conditions, when the education system is constantly being updated and developed and it is necessary to be a competitive specialist capable of successfully working in the developing world.
The motivation of achievement was studied both by foreign (J. Atkinson, D. McClelland, K. Levin, H. Heckhausen, etc.) and domestic psychologists (N.V. Afanasyeva, I.A. Baturin, V.A. Belykh, V.I. Stepansky, etc.). One of the first concepts of achievement motivation is the risk choice model, the author of which is J. Atkinson. He defined the motivation for success as an integration education, in which two tendencies are distinguished: the desire for success and the avoidance of failure [1]. H. Heckhausen defines the motivation for achievement as an attempt to perform an activity successfully or unsuccessfully [3]. In Russian psychology, the problem of achievement motivation has been actively developed since the 70s. I.A. Vasiliev, M.S. Magomed-Eminov considered motivation as a complex multilevel functional system in which affective and cognitive processes are integrated [6].
Motivation to achieve success is due to long-term, constant involvement in activities and the development of abilities to the maximum possible level, and not satisfaction with small. Despite the fact that the problem of motivation for success has been studied by many scientists, the specifics and conditions for the development of this psychological education as a condition for the development of professional qualities of university students have not yet been sufficiently disclosed.
There are not so many studies in gender psychology in relation to other sections of psychology, but they are especially relevant recently, since you can often hear "feminization of men" and "masculinization of women" in the media, especially for the new generation. This is due to many reasons, which are becoming more and more every day. The main one is the mixing of gender roles: the traditional gender division of labor is being destroyed – women quickly master male professions, are compared with them in terms of education and other characteristics.
The most famous studies on gender stereotypes are by B.C. Ageev (1990), on gender psychology of leadership by T.V. Bendas (2006), which defined masculinity and femininity as sets of qualities defining stereotypes [2], on sexual differences in the phenomenon of untruth by V.V. Znakov (1997), on the psychophysiology of men and women by E.P. Ilyin (2003), on gender socialization of personality by I.S. Kletsina (1998), which defined gender [3]. Also, a great contribution to the study of gender characteristics was made by scientists as foreign (S. Boehm, S. Bern, D. Myers), as well as domestic ones, for example, I.S. Kon, who shows the multidimensionality of gender characteristics in his works [5].
Data on the peculiarities of achievement motivation among students aged 18-25 with different gender characteristics at the university will give a greater understanding of students' interest in achievement, as well as help in further research of personality traits.
The hypothesis of the study: there are differences in indicators of achievement motivation among students of different sexes with expressions of masculinity and femininity, namely: in boys with pronounced masculine characteristics, achievement motivation indicators will be high, in boys with pronounced feminine characteristics, motivation indicators will be low, in girls with pronounced masculine characteristics, achievement motivation indicators will be high, in girls with pronounced feminine characteristics, motivation indicators will be low.
In our study, we used the following methodological material: the Gender Role questionnaire by S. Boehm, a fragment of the Freiburg Personality Questionnaire, the Questionnaire "Motivation for Success and fear of failure" by A.A. Rean and the Questionnaire by T. Ehlers to study the motivation for success.
The study was conducted on the basis of the National Research University "BelSU". It was attended by students aged 18-25 years in the number of 60 people, of which 30 girls and 30 boys.
Figure 2.2.1. presents data on the distribution of gender characteristics among girls (in %).
Figure 2.2.1. Distribution of girls by types of gender characteristics (in %)
In Figure 2.2.1. we can see that the most common type of gender characteristics among female students is the feminine type. These girls combine a feminine physique and traditional social roles accepted in society, including ideal "feminine" character traits, habits and inclinations for something. They are very tolerant, well-mannered. Demonstrate gentleness, shyness, compliance in relationships with others. Such girls have a high level of empathy, the ability to empathize and empathy. Refined and refined, quite vulnerable and reserved. However, their own needs tend to take a back seat.
Next, let's consider our study had gender characteristics in boys (in%). Figure 2.2.2. presents the results of the severity of various types of psychological protection in adolescents.
Figure 2.2.2. Distribution of young men by type of gender characteristics (in %)
In Figure 2.2.2. we can see that the majority of young men (50% (15 people)) the masculine type is pronounced, indicating the predominance of typically masculine traits and behaviors: confidence, high self-esteem and the level of pretensions, assertiveness, aggressiveness, the desire to dominate and be the first, suspicion, activity and independence. Masculinity in boys is formed as a result of gender socialization even before the child realizes his gender. Parents begin to masculinize the child in every possible way (in the case of girls, the reverse story). Clothes, toys, and paraphernalia are purchased "for boys". In this way, parents inform society about who was born to them. As they grow up, boys are instilled with typically masculine traits and responsibilities, suppressing the manifestation of feminine traits.
Next, we studied the motivation of students. The results obtained are shown in Figure 2.2.3.
Fig.2.2.3. Indicators of the intensity of motivation in girls and boys (in %)
So, the majority of girls (53%) are motivated to fail. As a result, girls do something in order to avoid censure, punishment or unjustified expectations. Even initially, girls with such motivation are focused on failure: "I won't succeed anyway," "I'll try, but I know I'll screw up anyway," etc. As a rule, girls with such motivation are characterized by increased anxiety, lack of self-confidence and a low level of pretensions. They purposefully avoid responsibility and tasks of increased complexity.
The opposite pattern is observed among young men: the majority (50%) are motivated to succeed, and 33% are motivated to fail. These results can be associated with differences in the characteristics of the upbringing of girls and boys.
Further, in the group of girls, differences were revealed between the level of motivation for success and the avoidance of failure between girls with pronounced feminine and masculine traits (Fig. 2.2.4.)
Fig.2.2.4. Intensity of motivation in girls with female and male gender identity traits (cf. sign.)
As can be seen from the figure, girls with feminine traits have a predominant motivation to avoid failure (cf. value = 7.87), as well as an average level of motivation to achieve success. The activity of these girls is aimed at avoiding negative aspects: censure, punishment or feelings of failure. The characteristic features of girls with predominant feminine traits are increased anxiety, low self-esteem, a tendency to self-depreciation and a low level of pretension. Their motto is: "Keep your head down! Be inconspicuous!". Their internal resources are not enough to overcome super-complex tasks, to deal with severe stress.
At the same time, in the group of girls with predominant masculine traits, the motivation to achieve success is at an above-average level (cf. = 13,8). According to T. Ehlers' methodology, aimed at motivating success, the motivation index is also above average (cf.=14,5). Girls with a masculine type, when faced with difficulties, show activity and perseverance, do not avoid problems, but strive to solve them.
In the group of young men, there are also similar differences in the characteristics of motivation between groups with a predominance of masculine and feminine types (Fig.2.2.5.).
Fig.2.2.5. The intensity of motivation in young men with feminine and masculine features of gender identity (cf.sign.)
A high level of motivation to achieve success is observed in a group of young men with dominant masculine traits (cf. = 14.75 and 15.92). They are not afraid to take risks and face difficulties. Their confidence in themselves, in their abilities and resources only strengthens their focus on success. And small victories give faith in their own self-efficacy and effectiveness. Stress for young men of this category is not perceived as something destructive, on the contrary, it is a challenge that they can cope with and become stronger.
In turn, the level of motivation for success in boys with predominant feminine traits is significantly lower than in the previous group (cf. values = 7.8 and 8.5). Self-doubt, fears of failure and condemnation block their activity and desire to do something and achieve something. They are ready to abandon their ideas and goals, just to avoid an unpleasant feeling of "inferiority" or "defectiveness". The lack of self-reliance and self-reliance make such young men vulnerable to difficulties and stressful situations.
The result of applying the criterion of U-Mann-Whitney test was set statically significant differences between boys with masculinity and boys with feminine features on a scale of "motivation for success and fear of failure" (U=5,5; p≤0.05) and on a scale of "motivation for success" (U=5,0; p≤0.05).
In a group of girls also revealed statistically significant differences between the group with feminine and group masculine features on a scale of "motivation for success and fear of failure" (U=23,5; p≤0.001). These results allow us to conclude about significant gender differences in the characteristics of achievement motivation.
Thus, as a result of the conducted research, the peculiarities of achievement motivation among students of boys and girls with masculine and feminine features of gender identity were revealed. In this regard, the hypothesis that male students with pronounced masculine characteristics have high achievement motivation indicators, male students with pronounced feminine characteristics have low motivation indicators, female students with pronounced masculine characteristics have high achievement motivation indicators, female students with pronounced feminine characteristics have low motivation indicators is confirmed.
Based on the data obtained, a number of recommendations were formulated addressed to students with one or another motivation for achievement, depending on their predominant type of gender characteristics.
List of sources used
Atkinson J.W. An introduction to motivation. Princeton, N.Y.: Van Nostrand, 1964, 360 p.
Bendas, T. V. Gender psychology: A textbook. - St. Petersburg: St. Petersburg— - 431 s: ill— - (Series "Textbook").. 2006
Heckhausen, H. Motivation and activity [Electronic resource]/ H. Heckhausen. - 2nd ed. - Electron. text data. - St. Petersburg: Peter; M.: Sense, 2003– - 860s.
Kletsina, I. S. Gender socialization. - St. Petersburg: A. I. Herzen State Pedagogical University, 1998. - 92 p.
Kon, I. S. A man in a changing world. - M.: Vremya, 2009. - 496 p
Vasiliev, I.A. Motivation and control of action [Electronic resource]. - Electron. text data / I.A. Vasiliev, M.S. Magomed-Eminov. - M.: Publishing House of Moscow State University, 1991.
