Need Saliency and Academic Behavior of Technical Students in India: Implications for Career Sustaining Competences

Atasi Mohanty (Indian Institute of Technology Kharagpur)
Rabindra Kumar Pradhan (Department of Humanities and Social Sciences, Indian Institute of Technology, Kharagpur, India)
Pratishtha Bhattacharyya (Department of Management Studies, Xavier University, Bhubaneswar, Odisha, India)

Article ID: 2289


In the current scenario of rapid expansion of higher education, it becomes imperative to study the dynamic factors underlying quality education, student motivation and learning outcomes. Most of the literature available as on date are predominantly based on western studies, where the individual’s personal achievement, autonomy, control, power are considered to be most important. But these western models often influenced by their individualistic philosophy and cultural values are quite inapplicable for pluralistic Indian society, where we believe in collaboration and teamwork. Rare attempts have been made to develop an indigenous model to measure these attributes in our society. The present study is first of its kind to assess the salient and non-salient needs of technical students pursuing their studies in India. Authors have identified measures of the students’ engagement in various academic, co-curricular activities and their performance outcomes. A sample of Four-hundred and Sixty-five (N=465) engineering/science students were collected through purposive sampling exclusively from IIT Kharagpur , a premier technical institute in eastern India where students across the country got selected and joined on merit basis, through the national level joint entrance examination for Engineering and Science, the toughest examination in the country, known as IIT-JEE. Career implications are discussed in light of the major findings.


Salient needs; Academic behavior; Career sustaining competence, Technical students; Students’ motivation, India

Full Text:



[1] Ames, C., & Ames, R. (1984). Systems student and teacher motivation: Toward a qualitative definition. Journal of Educational psychology, Vol. 76, pp. 535­556.

[2] Ames, C. & Archer, J. (1988). Achievement Goals in the Classroom: Students’ Learning Strategies and Motivation Processes. Journal of Educational Psychology, Vol. 80, No. 3, pp.260—267.

[3] Bloom, B. S. (1956). Taxonomy of Educational Objectives: the Classification of Educational Goals, New York: D McKay & Co, Inc.

[4] Carver, C.S., & Schneier, M.F. (2000). Autonomy and self­regulation. Psychological Inquiry, Vol. 11, pp. 284­290.

[5] Coates, H. (2007). A Model of Online and General Campus­Based Student Engagement, Assessment and Evaluation in Higher Education, Vol. 32, No. 2, pp 121–141.

[6] Deci, E.L., & Ryan, M.R. (1991). A motivational approach to self: Integration in Personality. In R. Dienstbier (Ed.). Nebraska symposium on motivation, Vol. 38, pp. 238­ 288. Lincoln, NB: University of Nebraska Press.

[7] Dweck, C.S. (1988). Motivation .In R. Glaser & Lesgold (Eds.). The handbook of psychology and education (Vol. 1,pp. 187­239). Hillsdale, NJ: Erlbaum.

[8] FICCI, (2016).Future of jobs and its implications on Indian higher education. Federation of Indian Chambers of Commerce and Industry, Ernst & Young LLP, India.

[9] Golde, C.M. & Dore, T.M. (2001). At cross purposes: What the experiences of today’s doctoral students reveal about doctoral education. Retrieved Aug 30, 2015, http.//www.

[10] Harper, S. R. & Quaye, S. J. (2009). Beyond Sameness, with Engagement and Outcomes for All In: Student Engagement in Higher Education New York and London: Routledge, pp 1–15.

[11] Kanungo, R.N. (1982). Work alienation: an integrative approach. New York: Praeger.

[12] Krause, K. & Coates, H. (2008). Students’ Engagement in First­Year, University Assessment and Evaluation in Higher Education, Vol. 33, No. 5, pp 493–505.

[13] Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K. & Hayek, J. C. (2007). Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations. ASHE Higher Education Report, Vol 32, No 5 San Francisco: Jossey­Bass.

[14] Maehr, M.L. (1983). On doing well in science: why Johnny no longer excels: why Sarah never did. In S.G. Paris, G.M. Olson, & H.W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 179­210). Hillsdale, NJ: Erlbaum.

[15] Maehr, M.L. (1984). Meaning and motivation: Toward a theory of Personal investment. In R. Ames & C. Ames (Eds.) Research on motivation in education: Student motivation (Vol. 1, PP, 115­144). New York: Academic Press.

[16] McNeish, D. & Wolf, M. G. (2020). Thinking twice about sum scores. Behavior Research Method. The Psychonomic Society, Inc. 2020

[17] Miller, J.G. (1997). Cultural conceptions of duty: implications for motivation and morality. In D.Munro, J.F.Schumaker, & A.C. Carr (Eds.), Motivation and Culture (pp. 178­192). New York : Routledge.

[18] Nicholls, J.G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, Vol. 91, pp. 328­346.

[19] Oishi, S. (2000) Goals as cornerstones of subjective well­being: Linking individuals and cultures. In E.Diener & E.M.Suh (Eds.), Culture and subjective wellbeing, pp. 87­112, Cambridge, MA: Bradford.

[20] Phinney, J.S. (1996). When we talk about American ethnic groups, what do we mean? American Psychologist, Vol. 51, pp. 918­927.

[21] Reeve, J., Deci, E.L. & Ryan, R.M. (2004). Self­determination theory: A dialectical framework for understanding sociocultural influences on student motivation. In D.M. McInerney & S.Van Etten (Eds.), Big theories revisited (Vol.4). Greenwich, CN: Information Age Publishing.

[22] Sahoo, F.M. (2000). Combating alienation and helplessness in administrative organizations: The indigenous model of work efficiency. Journal of Community Guidance and Research, Vol.17, No. 1, pp. 76­95.

[23] Sahoo, F.M., & Rath, S. (2003). Need Saliency model of involvement in working and non­ working Indian women. Journal of Community Guidance and Research, Vol. 20, No. 3, pp.207­ 214.

[24] Sharf, R. S. (1997). Applying Career Development Theory to Counseling. 2nd.ed. Pacific Grove, CA: Brooks / Cole.

[25] Stewart, D.W. (1995). Developmental considerations in counseling graduate students, Guidance and Counseling, Vol.10, No. 3, pp.21-23.

[26] Triandis, H.C. (1999). Cross­cultural psychology. Asian Journal of Social Psychology, Vol. 2, pp. 127­143.

[27] Triandis, H.C., Chen, X.P., & Chan, D.K. (1998). Scenario for the measurement of collectivism and individualism .Journal of cross­cultural psychology, Vol. 29, No. 2, pp. 275­289.

[28] Weidman, J.C., Twale, D.J. & Stein, E.L. (2001). Socialization of graduate and professional students in higher education. ASHE-ERIC Education report, Vol. 28, No. 3, San Francisco, Jossey Bass.



  • There are currently no refbacks.
Copyright © 2020 Atasi Mohanty, Atasi Mohanty, Rabindra Kumar Pradhan, Pratishtha Bhattacharyya

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.