achievement motivation


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achievement motivation

a concept (with associated projective tests) introduced by the psychologist D.C. McClelland (1961) which purports to measure individual and cultural differences in the striving for achievement.

The concept rests on the hypothesis that the need for achievement (NAch) is stimulated by a caring parental relationship (particularly with the mother) which sets high standards of behaviour. Achievement motivation is presented as a significant determinant of individual entrepreneurial endeavour and also of different levels of economic development (e.g. between developed and undeveloped societies). This latter assumption is challenged by many sociologists who regard McClelland as failing to take into account major differences in the social and economic structures of societies apart from achievement motivation.

References in periodicals archive ?
Even when parents and educators know that it harms kids' achievement motivation, it's still easy to do.
These dimensions were adaptability (Ad), achievement motivation (Am), boldness (Bo), competition (Co), enthusiasm (En), general ability (Ga), guilt--proneness (Gp), imagination (Im), leadership (Ld), maturity (Ma), mental health (Mh), self- control (Sc),sensitivity (Se), shrewdness (Sh) and tension (Tn).
Dimensions of achievement motivation in schoolwork and sport.
Learning goal orientation and performance also play an important role in students' achievement motivation (Dweck & Leggett, 1988).
Results support the hierarchical model of achievement motivation of Elliot (1997) which suggested that individuals with high perceived competence are inclined to adopt mastery and performance-approach goals.
Psychologists refocus the achievement motivation literature using the concept of competence, because the literature lacked coherence and a clear set of structural parameters on which to base theory and guide operations, and was too narrowly focused and limited in scope.
In a competitive society, the desire to excel over others or achieve a higher level than one's peer is called the achievement motivation.
When cultural dimensions were included, both general religiosity and the achievement motivation indicator capturing the values of a strong work ethic turned out to be insignificant.
Founded No significant differences between men with the players and the players primarily infected with second place in the self-confidence and achievement motivation variable.
Expectancy-value theory offers an important view of the nature of achievement motivation (Wigfield, 1994).
Motivational factors such as achievement motivation, connectedness, a sense of personal belonging in school, interpersonal relationships and skills, and perceptions of safety are strongly linked to critical markers of student postsecondary success.
Cost Perception and the Expectancy-value Model of Achievement Motivation.