The findings confirmed that there are no significance differences between need for achievement
, innovativeness, propensity for risk taking, locus of control, and self-efficacy on SI in male and female SSO founders in Malaysian HEIs.
In the study conducted by Hodges-Payne (2006), one of the strongest motivators for first-generation students was the influence of themselves and their need for achievement
. Validating a student's need for achievement
can lead to a self-affirmation process as students reach higher levels of achievement (Terenzini et ah, 1993).
* Study the moderating effect of self-esteem, need for achievement
and corporate brand identity on the relationship between supervisor behavior and attrition.
It is quite interesting that studies conducted out on need for achievement
(n-Ach; McClelland (1961)) and internal locus of control by McClelland (1962) and that by Timmons (1978) focused on the variations within locus of control framework for women and not studied relationships including socio-background, psychosocial and psycho-entrepreneurial influences.
Need for Achievement
. Need for achievement
refers to the degree to which individuals want to achieve success and excellence through the accomplishment of challenging tasks (McClelland, 1987).
These are commonly referred to as need for achievement
or n Ach, power or n Pow, and need for affiliation or n Aff, and constitute the core of n Ach thesis.
H4a-e (a) Need for achievement
; (b) Locus of control; (c) Risk-taking propensity; (d) Innovativeness; (e) Social network is related to the attitude of students toward entrepreneurship.
Achintya and Barhua (2007), identify the unique characteristics of entrepreneurs that they have strong need for achievement
, high need for power, more independence.
For example, Stewart and Roth (2007) recognized that entrepreneurial research on achievement motivation was grounded on Murray's (1938) needs theory as further developed by McClelland's (1961) need for achievement
and Miner's (1993) task motivation theories.
Western Europe, Australia, South Africa, and North America) will be more motivated by the need for achievement
than those from relationship-oriented locations (i.e.
Similarly, mastery goal orientation may be viewed in relation to a need for achievement
in which a student often displays a preference for challenging tasks expressing positive affect and pride regarding success (Bartels et al., 2010).
Driven, goal-oriented people who have a high need for achievement
are often their own worst enemies.