Gardner, Csikszentmihalyi, and Damon defined good work as excellent, ethical, and engaged. In two studies, we explored factors that motivate and challenge undergraduate psychology majors’ pursuit of academic good work ( N = 100; Mage = 21.7; mostly female, Caucasian, and seniors). We found that excellent academic work was motivated by short- and long-term goals but challenged by personal habits, demanding/uninteresting coursework, and competing obligations. Ethical academic work was motivated by short-term goals and internal principles but challenged by not knowing the rules, willingness to cut corners, and negative peer influences. Engaged academic work was motivated by short-term goals, dedicated faculty, and thought-provoking courses but challenged by demanding/uninteresting coursework. We discuss how our findings align with American Psychological Association’s guidelines for the undergraduate psychology major and suggest high-impact practices and discipline-specific resources aimed at cultivating good workers.
Why (Not) School Psychology?: a Survey of Undergraduate Psychology Majors’ Preferences
