Objective: Based on Elliot’s revised achievement goal framework [Elliot and McGregor (2001). A 2 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519], the present study tested the gender invariance of the multiple achievement goal measurement model as well as the hypothesized antecedents and consequences of the multiple achievement goals embedded in a structu...

Recent studies have indicated that the generalizability of traditional theory of achievement motivation across cultures is considerably limited. Empirical evidence from various cultures points out that there are cross-cultural differences in the meaning of achievement that play a crucial role in determining the achievement efforts of the people in respective cultures. The present study is a ste...

This speech addressed itself to the variety of achievement motivations that can be critically different for men and women. The author, impressed by the different wars people cognitively define and experience a successful accomplishment, developed a taxonomy of psychological 'cues which people might use in defining their success. Six varieties of achievement motivation were reviewed: (1) autonom...

The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflic...

Previous research on Complex Problem Solving (CPS) has primarily focused on cognitive factors as outlined below. The current paper discusses the role of motivation during CPS and argues that motivation, emotion, and cognition interact and cannot be studied in an isolated manner. Motivation is the process that determines the energization and direction of behavior (Heckhausen, 1991). Three motiva...

Researchers largely agree that there is a positive relationship between achievement motivation and athletic performance, which is why the achievement motive is viewed as a potential criterion for talent. However, the underlying mechanism behind this relationship remains unclear. In talent and performance models, main effect, mediator and moderator models have been suggested. A longitudinal stud...

This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of st...

This study examines relationships between achievement motivation and job characteristics on job satisfaction among IS personnel. The analytical results reveal that the dimensions of the achievement motivation of IS personnel are perseverance, competition and difficulty control. Regarding job characteristics, the job characteristics of IS personnel are task identity, professionalism, feedback, a...

This study investigated how students’ level of motivation and use of specific cognitive and self-regulatory strategies changed over time, and how these motivational and cognitive components in turn predicted students’ course performance in chemistry. Participants were 458 students enrolled in introductory college chemistry classes. Participants’ motivation and strategy use were assessed at thre...

This study investigated the relationships of demographic factors (age, marital status, gender, job tenure, and educational level), emotional intelligence, work-role salience, achievement motivation and job satisfaction to organizational commitment of industrial workers. Participants were 320 employees (male = 170, female = 150) randomly selected from 5 service and 5 manufacturing organizations ...