Behavioral correlates of academic achievement: Conformity under achievement- and affiliation-incentive conditions.

1 January 1967

journal article
Published by American Psychological Association (APA) in Journal of Personality and Social Psychology

Vol. 6 (3) , 255-263
https://doi.org/10.1037/h0024738

Abstract

61 FRESHMAN MALES AND 64 FRESHMAN FEMALES, REPRESENTING 4 COMBINATIONS OF ACADEMIC APTITUDE (COLLEGE ENTRANCE EXAMINATION SCORE) AND PERFORMANCE (1ST-TERM GRADE-POINT AVERAGE), WERE ASKED TO ESTIMATE THE NUMBER OF DOTS ON SLIDES BEFORE AND AFTER EXPOSURE TO FICTITIOUS GROUP JUDGMENTS. CONFORMITY WAS MEASURED UNDER ACHIEVEMENT-INCENTIVE CONDITIONS, IN WHICH SS WERE TOLD THAT THEIR PERFORMANCE ON THE TASK WOULD REFLECT THEIR ACHIEVEMENT POTENTIAL, AND AFFILIATION-INCENTIVE CONDITIONS, IN WHICH THE IMPORTANCE OF THE TASK WAS DEEMPHASIZED AND GROUP ATTRACTIVENESS WAS INCREASED. RESULTS PROVIDED INSIGHT INTO THE MOTIVATIONAL CORRELATES OF ACADEMIC PERFORMANCE AND APTITUDE AMONG MALE AND FEMALE COLLEGE STUDENTS, AND INTO THE BEHAVIOR TYPICAL OF THESE STUDENTS IN ACHIEVEMENT AND SOCIAL SITUATIONS. (18 REF.) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1967 American Psychological Association

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