Performance Expectations among High School Students

Abstract

Purpose: This study aims to Performance anticipations for students in the preparatory stage and There are statistically significant disparities in high school students' performance expectations based on the gender (male vs. female) and specialty (scientific vs. literary) variables. Design/methodology/approach: After confirming its validity and reliability and statistically evaluating its constituent parts, a scale was created to evaluate performance expectations in accordance with Victor Vroom's theory. This scale's final form had (28) components. The researchers used the study scale in its final form to the research sample consisting of (400) students after conducting a statistical analysis on a sample of 360 female and male students who were selected arbitrarily and proportionately. The pupils were picked proportionally and at random. Findings: The study produced a variety of findings; the High school pupils have performance standards and High school pupils' performance requirements are the same regardless of whether they are female or male. Research, Practical & Social implications: All student in high school students are held to the same performance standards, and all high school students must meet the same performance requirements regardless of whether they specialize in science or literature. Originality/value: This study indicates that there are no differences between both sexes, female and male, which means that the same criteria can be applied regardless of gender.