Theories Of Achievement Motivation

Achievement Motivation and How it is Measured Why do some individuals try harder than others? Why do some people get upset after a failure and others view failure as a learning experience? They are all compelled to accomplish their goals, thus achievement motivation is derived. Achievement motivation links personality with the degree of competitiveness shown by an individual. Its main focus is the extent to which an individual is motivated to attain success. Some psychologists believe that a competitive inclination is a product of nature. Murray (1938) indicated that it was natural for one individual to strive to surpass another. Conversely, Bandura (1977) believed that a competitive drive was a product of learning. The theory most relevant to modern times is an interactionist approach proposed by Atkinson McClelland. (1976). Atkinson and McClelland viewed achievement motivation as a personality trait, which is triggered by a situation. The situation comprises the ‘’probability of success’’ and the ‘’incentive value of success.’’ Probability of success is the extent to which success is possible; for example, success is more likely if the task is found by the individual to be easy. Incentive value of success is the intrinsic value experienced by the individual after success has been attained; for example, the tougher the task, the greater the incentive value because the probability of success is reduced. Achievement motivation takes personality traits of the individuals into account. There are two chief personality traits that help determine achievement motivation. The first personality trait is High Nach, or the high need to achieve. This is also associated with the low need to avoid failure, or Low Naf. With these characteristics, the desire for success far outweighs the fear of failure. These individuals have a great deal of achievement motivation and are mostly referred to as high achievers. In addition, individuals with High Nach behaviors are more likely to accept challenges and undertake risks. They also exalt persistence and perseverance when the task is deemed difficult. Their success is attributed to their internal factors, while failure tends to be attributed to their external factors. For High Nach achievers, failure is viewed as a route to success. The second personality trait is Low Nach, or the low need to achieve. This is also associated with the high need to avoid failure, or High Naf. With these qualities, the fear of failure significantly overshadows the inclination to succeed. These individuals have little to no achievement motivation and are referred to as low achievers. When challenges and risks are presented before them, they reject and decline them. They curtail effort when the task is difficult. Their success is attributed to their external factors, …show more content…
These include, but are not limited to approach behavior and mastery orientation. Approach behavior describes the nature of an individual who always accepts a challenge. Mastery orientation is the strong motive to succeed. High achievers who abide by mastery orientation will expect to succeed, but will persist if and when failure is experienced. On the contrary, low achievers (Low Nach) are bound to avoidance behavior and learned helplessness. Avoidance behavior describes the nature of an individual who constantly rejects challenges. Furthermore, learned helplessness is the belief that failure is inevitable and that the individual has no control over the factors that cause …show more content…
Over 260 research studies were reviewed from which stimulus items were constructed to reflect empirical results that differentiated subjects with high or low achievement motivation. Each item in the original pool was then reviewed and field tested to assess its readability, ambiguity, and redundancy. This content review resulted in 153 self-report items. The items were constructed to reflect the empirical results found in the review of the literature, and were grouped in definable categories identified consistently by the review. The nine headings derived included: persistence, achievement, possibility, individual qualities, parental behavior, gender differences, choice behavior, response to success-failure, and skills. The techniques charted up to this point were planned to enhance the content validity for each item, as it related to the achievement motivation construct. Then, using multiple matrix sampling, three forms of an inventory were prepared, each form containing 102 items and each item from the original pool appearing on two of the three forms constructed. Finally, the inventory forms are administered under supervision and sent to the subjects who underwent the