First, what are some of the individual attributes that typically predict college and job success as measured by GPA, salary, and career satisfaction. A student's achievement at the high school level may be one of the best-known predictors of college success. A meta-analysis of the available literature found that the SAT and ACT combined correlated with average college GPA at a level of .37 (Robbins et al., 2004).
In one study, 27% of the variance in course grade was explained by intelligence, willingness to work, and the Big Five personality traits. A meta-analysis of the literature found that GPA correlates with academic motivation at the .26 level (Robbins et al., 2004). A discussion of some of the prevailing research on personality traits and the two cognition-based individual differences, work motivation and drive, follows.
In fact, researchers conducted a meta-analysis of the literature published prior to 2003 and found only seven studies that examined the Big Five's relationship to extrinsic success (Ng et al., 2005). A meta-analysis of the available literature found that degree of work centrality was positively related to intrinsic career success (r = .22, p < .05), suggesting that the more. A meta-analysis of the available literature examined another indicator, number of hours worked, which also positively predicted satisfaction (r = .13, p < .05) (Ng et al., 2005).
It was expected that some of the predictors of collegiate success would be the same as those that tend to predict success at work, but also that some would be different.
METHOD
The structural study examined the effect of race in terms of white and non-white. In the model, age was entered exactly as provided by the participant and treated as a scaling variable. PhD, MD, JD, or other doctoral degree.” In the model, each parent's highest level of education completed was coded from “0” to “5,” where “0” represented “Did not complete high school” and “5” represented a “Ph.D., MD, JD, or other doctoral degree.” SES was affected by completion of maternal and paternal education for each participant.
In the model, GPA was entered exactly as provided by the university (range 0 to 4.0) and treated as a scale variable. A sample item includes: 'I don't mind putting in very long hours of study if it helps me get good grades.' A total score was obtained by finding the average response to the items; a higher score was indicative of more work drive. In the model, salary was entered exactly as provided by the participant and treated as a scale variable.
It was expected that there would be some correlations between the independent variables in this study, so non-experimental analysis such as structural equation modeling (SEM) would be necessary. The variables in the model and their presumed causes and effects are based on theory, time advantage, relevant research, and logic or common sense. In the hypothetical model for college success, the variables of gender, race, socioeconomic status (SES), age, and year of study are exogenous.
In the hypothesized model for job success, the variables of education level, gender, race, socioeconomic status (SES), age, and college GPA are exogenous. Exogenous variables do not have causes considered in the model, but exert causal influences on other variables within the model. Due to the assumptions of time precedence and logic, the above exogenous variables appear first in the two models.
Endogenous variables are found within the model and influence and affect other variables in the model. It was hypothesized that personality influences motivation, work drive and success (measured by GPA), and as such, Openness, Conscientiousness, Extraversion,. Personality was hypothesized to influence work motivation, drive, and success, and as such, Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism were placed before work motivation, work drive, and career success in the models.
RESULTS
Pathways provide a means of determining direct, indirect, and joint effects on GPA. First, significant direct effects on GPA are explained, followed by a discussion of other significant pathways in the collegiate success model. Of the variables for which direct effects were calculated, two predictor variables, work motivation and academic work desire, had significant direct effects on GPA (β = .29, p < .05 and β = .32, p < .05, respectively) . .
Of the variables for which indirect effects were calculated, only gender and conscientiousness had significant indirect effects on GPA. The paths provide a means to determine the direct, indirect and total effects on salary. Below, the significant direct effects on salary are first discussed, followed by a discussion of the other important paths in the extrinsic career success model.
Of the variables for which indirect effects were calculated, only Gender and Highest Grade had significant indirect effects on Salary. The Extrinsic Career Success Model did not support this prediction; Work Drive did not have a significant direct, indirect or total effect on Salary. The paths provide a way to determine the direct, indirect and total effects on Career Satisfaction.
Significant direct effects on career satisfaction are considered first, followed by a discussion of the other significant paths in the intrinsic career success model. Of the variables for which indirect effects were calculated, gender, highest degree and race had significant indirect effects on career satisfaction. Significant total effects on career satisfaction were found when either the direct or at least one indirect effect of a predictor variable was significant (see Figure 9).
Neither Work Motivation nor Work Incentive had significant direct, indirect, or total effects on career satisfaction. Significant direct, indirect, and total effects on GPA and salary are estimated below, followed by a review of the specific hypotheses. Significant direct, indirect, and total effects on GPA and career satisfaction were assessed (see Figures 5 and 9) followed by a review of specific hypotheses.
DISCUSSION
The Intrinsic Career Success Model was designed and examined to determine how participants' demographics, personality, work motivation and work drive influence their Career Satisfaction. For example, the model suggests that the reason why men may have more job satisfaction than women is that they are less neurotic. Similarly, individuals with higher degrees may have more job satisfaction because they are less neurotic than individuals with fewer degrees.
Less neurotic people were predicted to be more satisfied with their careers than their more neurotic peers. Gender also had a significant impact on career satisfaction; men were more satisfied with their careers than women. The positive effect of male gender on job satisfaction can be interpreted in several ways.
Less neurotic people, as noted above, have higher career satisfaction because they tend to be more self-satisfied. For example, men may be more satisfied with their careers because they traditionally have fewer responsibilities outside of work than women. As noted above, more open people may have less career satisfaction because they tend to seek new experiences.
There may also be a number of other variables not accounted for in the model that are associated with the tendency to achieve higher GPAs and higher career satisfaction. The last variable in the Intrinsic Model of Career Success that significantly affects job satisfaction is the level of education. As suggested above, it may be that less neurotic people feel more satisfied with their careers because of their tendency to be more self-satisfied than more neurotic people.
It may also be that there are other factors, not taken into account in the model, that are associated with both individuals who tend to obtain higher degrees and those who tend to have higher career satisfaction. The extrinsic and intrinsic career success models offer some plausible explanations for this finding, namely that variables other than work motivation and work drive may be more valued in the workplace. With regard to intrinsic career success, individuals may be less satisfied with their careers because they are generally more neurotic.
More open-minded individuals may also be less satisfied with their careers because they may yearn for something new and different. The results may also be affected by the small sample sizes, especially in the student sample.
