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Wyświetlanie 1-1 z 1
Tytuł:
The impact of explicit and implicit power motivation on educational choices
Autorzy:
Maliszewski, Norbert
Kuźmińska, Anna O.
Wieczorkowska-Wierzbińska, Grażyna
Werner-Maliszewska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/430860.pdf
Data publikacji:
2014-09-01
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
power motivation
implicit attitude
Implicit Association Test
academic major
Opis:
The aim of three studies was to examine the differences between business majors and non-business majors, in their level of implicit (measured by an Implicit Association Test [IAT], Greenwald, McGhee, & Schwarz, 1998) and explicit power motivation (measured by Power Motivation and Helping Power Motivation scales, Frieze & Boneva, 2001).It was predicted that there are no differences between these two groups in the general (implicit) level of power motivation, but that differences exist in the way it is explicitly expressed: through desire for leadership and prominence vs. desire for helping. Results of Study 1 indicated that business majors (management, N=79) declared a higher leadership motive and a lower helping motive than non-business majors (history, psychology, linguistics, N=62).Study 2 addressed question whether the above differences in power motivation stem from socialization at the university level or from pre-selection. The relationship between high school students’ (N=134) academic major preferences and their power motivation was tested. It was found that the more they were business-oriented, the higher their scores were on leadership, and lower on helping scales. In Study 3, business majors (economics, N=75) and non-business majors (psychology, N=82) completed the same questionnaire as participants in previous studies, as well as performed the IAT. Non-business majors declared stronger explicit helping motive, while business majors expressed stronger prominence and leadership motives. Furthermore, for non-business majors, IAT results could be predicted by their helping score. Implications and possible limitations of the presented results are discussed.
Źródło:
Polish Psychological Bulletin; 2014, 45, 3; 275-285
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-1 z 1

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