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 ?
It comprises eight traits (15 items per trait): achievement motivation, autonomy, innovativeness, self-efficacy, internal locus of control, optimism, stress tolerance and risk taking.
Mohan A Study of Self Confidence in Relation to Achievement Motivation of D.ed Students; Post Doctoral Fellow, Department of Education, S.V.
Suarni (2004) suggests that the strength and weakness of one's achievement motivation is not the same, but depended on the several affecting factors, such as: (1) the effort to achieve success, (2) success oriented, (3) innovation, (4) responsibility and (5) failure anticipation.
Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
English teachers' achievement motivation in the light of some variables in Tulkarm Government Schools.
Also, the indicator of achievement motivation reflecting the relative importance of values related to a strong work ethic turned out to have no significant correlation with productivity.
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.
Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation.
Thus, test-taking motivation, which is linked to a specific task (i.e., motivation to perform well on a given test), can be considered a form of achievement motivation (Eklof, 2010).
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.
(2) How similar or different are Japanese children from their American peers regarding their academic achievement motivation? (3) How do contemporary parents' behaviors affect their children's motivation?