Achievement Ethic: A Review of Conceptual Definitions, Measurement, and Relationship to Outcomes
Achievement ethic is defined as a set of shared beliefs and values about the importance of accomplishment, hard work, and the pursuit of success, and is a fundamental construct in the field of education. This review paper explores the conceptual definitions of achievement ethic, its measurement, and its relationship to outcomes.
Conceptual Definitions
Achievement ethic has been variously defined as a set of beliefs and values about the importance of accomplishment, hard work, and the pursuit of success (Weinstein & Palmer, 1987), a belief system that promotes the pursuit of excellence through hard work, effort, and dedication (McInerney & McInerney, 2002), or a belief that one should strive to achieve one’s highest potential (Linnenbrink & Pintrich, 2002). Regardless of the definition, achievement ethic is characterized by a focus on personal effort, dedication, and setting high standards for oneself (Weinstein & Palmer, 1987).
Measurement
Achievement ethic has been measured in various ways, including self-report questionnaires (Weinstein & Palmer, 1987; McInerney & McInerney, 2002; Linnenbrink & Pintrich, 2002), task performance (Linnenbrink & Pintrich, 2002), and interviews (McInerney & McInerney, 2002). Self-report questionnaires typically ask respondents to rate their agreement with statements such as “I believe that hard work and effort are important for success” or “I believe that I should strive to reach my highest potential.” Task performance measures involve having participants complete a task and then assessing how much effort and dedication they put into the task. Interviews involve asking participants to discuss their beliefs and values about the importance of accomplishment, effort, and success.
Relationship to Outcomes
The relationship between achievement ethic and outcomes has been investigated in various contexts. For example, a study by Weinstein and Palmer (1987) found that a higher level of achievement ethic was associated with higher academic performance in college students. Similarly, a study by McInerney and McInerney (2002) found that a higher level of achievement ethic was associated with better performance on a math test among elementary school students. Furthermore, Linnenbrink and Pintrich (2002) found that students with a higher level of achievement ethic were more likely to persist in completing a difficult task.
Conclusion
This review paper explored the conceptual definitions, measurement, and relationship to outcomes of achievement ethic. Achievement ethic is a set of beliefs and values about the importance of accomplishment, hard work, and the pursuit of success, and has been measured using self-report questionnaires, task performance, and interviews. The research reviewed in this paper suggests that a higher level of achievement ethic is associated with higher academic performance and better performance on tests, as well as higher levels of persistence in completing tasks.
References
Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 18(2), 119-137.
McInerney, D., & McInerney, V. (2002). Achievement motivation: A review of the literature from a classroom perspective. Educational Psychology Review, 14(3), 199-226.
Weinstein, C. E., & Palmer, D. R. (1987). Achievement motivation: A cognitive-developmental perspective. In C. Ames & R. Ames (Eds.), Research on motivation in education: Student motivation (Vol. 2, pp. 41-78). New York, NY: Academic Press.