ABSTRACT

Social and contextual factors likely influence achievement motivation. In reference to gender differences three points are especially relevant. First, the context is often different for boys and girls. Second, that context varies across the life-span. Third, one can surmise that social and structural factors may predispose women to be more or less motivated to achieve in science at any given point in time. The lack of synchronization with what is thought to be the optimum pattern may prove hazardous so far as science achievement is concerned. This chapter focuses primarily on achievement-related goals. Individuals who hold a task goal such as mastery or competence "spontaneously select" tasks that challenge their ability and, incidentally, are also likely to further enhance their competence. Ego goals are unlike task goals in at least one important respect. In contrast to both the task and ego goal conditions, the social solidarity condition minimizes such challenge-seeking behavior and prompts faithful conformity to the expectation of others.