Poster #76 - Generational Differences in the Perceived Value for Higher Education

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - Education, Schooling

Integrative Statement

Perceived value of education is largely influenced by the psychosocial, motivational, and societal factors unique to each generation (Whitbourne, Sneed, & Sayer, 2009; Johnson et.al., 2016; Twenge & Donnelly, 2016). Nevertheless, developmental researchers have heavily examined generational differences and work values and less on perceived value of education (Twenge, 2010). Over the past three decades there has been a global trend for youth to attend college for the betterment of society (i.e., Massification) (Gumport, Iannozzi, Shaman, & Zemsky, 1997). There are large differences between generations based on life experiences unique to each generation (Gardner & Macky, 2012; Johnson, Gutter, Xu, Cho, & DeVaney, 2016).

Generations have traditionally been defined by are arbitrary cut-off dates: Millennial (i.e., born 1982-2000), Baby Boomers (i.e., born 1946-1964), and Generation X (i.e., born 1965-1981) (Gardner and Macky, 2012). Older generations have been shown to be more likely to attend college to find a spouse and begin a family, whereas younger generations begin a career and postpone a family (Johnson et.al., 2016). Furthermore, Millennials report job security and more money as human and social capitol reasons to attend college (Johnson et. al., 2016). Motivational research has also shown Millennials have a higher level of extrinsic reasons for attending college compared to Baby Boomers or Generation X who report mostly intrinsic motivational reasons for attending college (Twenge & Donnelly, 2016). Lastly, there is evidence to suggest that asipirations tend to decline with age but intrinsically motivated aspirations increase with age (Morgan &Robinson, 2012). Therefore, the present study contributes to the existing literature in two ways: (1) by examining perceived value of college and how motivational reasons for attending college varied across three generations (2) examining generational attitudes about their self-identified generation’s attributes and other generations’ attributes.
Participants (N=332) including, Baby Boomers (n=50), Generation X (n=73) and Millennials (n=209) responded to a series of survey items measuring Aspirations and Life Goal Self-Determination Theory, Intrinsic Motivation, Self-Regulation and Self-Determination Theory Learning in Adulthood, level of agreement for each Generational Attributes, and the level of importance for various statements in the decision to attend college.

Preliminary analysis revealed that there were significant differences between the generations for wealth aspirations F(2, 327) = 7.68, p = .001 and altruistic aspirations F(2, 327) = 2.991, p = .052. The three generations were more likely to view their own generation’s attributes as positive and other generations’ attributes as negative. For example, only 15% of Millennials viewed themselves as having a sense of entitlement, whereas 48% of Baby boomers and 49.3% of Generation X viewed Millennials as entitled. Seven-percent of Generation X viewed themselves as pampered by parents, while 32% of Baby Boomers viewed Generation X as being pampered by their parents. The value in a college education may be unique to each generation and is a warranted area of study, particularly with the increased global demand for a college education. Post-hoc analysis, key findings, and implications of the results in the context of development will be further discussed.

Authors

• Chelsie Hess, Colorado Mesa University
  Non-Presenting Author

• Jamie Hall, Colorado Mesa University
  Presenting Author

• Jordyn Levering, Colorado Mesa University
  Non-Presenting Author

• Jhelline Patricio, Colorado Mesa University
  Non-Presenting Author