| Abstract: | The study applies a theory of group functioning to the family structure and identifies 2 variables hypothesized to bear a functional relationship to achievement—perceived strength of the parent-child relationship and perceived parental valuing of achievement. Grades earned in school provide the criterion. In the examination of these variables, the findings for males and females are contrasted. The resulting data reveal marked differences in male and female achievement orientations. In general, the findings for females conform to the predictions made, while those for males do not. Several interesting interactions are reported in which levels of intelligence are found in special combination with the other independent variables studied. The relationships identified are regarded as evidence particularly relevant to female achievement motivation. |
