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The impact of explicit and implicit power motivation on educational choices

100%

Maliszewski N., Kuźmińska A. O., Wieczorkowska-Wierzbińska G., Werner-Maliszewska A.

Polish Psychological Bulletin

2014

vol. 45

issue 3

275-285

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.

International Relations As A Field Of Study In The Canadian System Of Higher Education

63%

Istomina K.

Comparative Professional Pedagogy

2015

vol. 5

issue 2

83-87

The research presents an attempt to investigate the current state of international relations as a field of study in the context of higher education system in Canada. It contains a general overview of the field of study, focusing predominantly on the role and function of the given academic discipline. The scientific investigation covers the issue of short historiographic review of the development of international relations as a separate academic discipline and an independent field of study at the universities of Canada since it provides better understanding of the international relations evolution as a discipline in Canadian system of higher education. It gives information on the origins of international relations discipline in Canada and first higher education establishments, which provided professional training in the international relations field. The article reviews the official normative documents in the sphere of higher education in Canada, such as Major Field of Study Classification and Classification of Instructional Programs, being theoretical basis of our analysis. The research results can be used to outline the place of international relations major among the diversity of functioning academic majors in Canada. The research also turns to the profound analysis of the information about the offered instructional programs, dedicated to professional training of international relations specialists at the universities of Canada.

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1 Comparative Professional Pedagogy

1 Polish Psychological Bulletin

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1 Werner-Maliszewska A.

1 Wieczorkowska-Wierzbińska G.

1 2015

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The impact of explicit and implicit power motivation on educational choices

International Relations As A Field Of Study In The Canadian System Of Higher Education