4. Achievement Motivation and Self-Concept

1974 ◽  
pp. 134-164
Keyword(s):  
Achievement Motivation ◽  
Self Concept

The Emergence of 'Wanting to Do It Oneself': A Precursor of Achievement Motivation

1983 ◽  
Vol 6 (3) ◽  
pp. 355-369 ◽  
Author(s):  
Ulrich Geppert ◽  
Ursula Küster
Keyword(s):  
Pilot Study ◽  
Achievement Motivation ◽  
Developmental Stages ◽  
The Self ◽  
Self Concept ◽  
Behavioral Patterns ◽  
Critical Elements ◽  
Sense Of Competence

The presented pilot study analyzes the prerequisites of achievement motivation by studying children's wanting to do things themselves. The development of the intention to produce an outcome and the development of the self-concept are critical elements in this study. Wanting to do it oneself as a precursor of achievement motivation is inferred from children's articulations of the desire to perform tasks by themselves after their flow of action is interrupted by the experimenter. Forty-one children between 0;9 and 6;6 years of age were observed while playing with a collection of tasks. Classifying the children's various reactions to the experimental manipulations revealed different behavioral patterns that supported the hypothesis of developmental stages of wanting to do things oneself; these stages corresponded to the degree of development of self-concept. The prerequisites of achievement motivation such as centering on the action-outcome, attributing outcome to the self as the originator, and relating outcome to a sense of competence were identified.

scholarly journals Differences in Achievement Motivation and Academic and Social Self-concept in Gifted Students of Higher Education

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
María Dolores Valadez Sierra ◽  
Angel Alberto Valdés Cuervo ◽  
Teodoro Rafael Wendlandt Amezaga ◽  
Ana Carolina Reyes Sánchez ◽  
Rogelio Zambrano Guzmán ◽  
...  
Keyword(s):  
Higher Education ◽  
Achievement Motivation ◽  
Gifted Students ◽  
Self Concept ◽  
Social Self

Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students

2005 ◽  
Vol 53 (2) ◽  
pp. 134-147 ◽  
Author(s):  
Charles P. Schmidt
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Instrumental Music ◽  
Grade Level ◽  
Learning Task ◽  
Self Concept ◽  
Task Orientation ◽  
Strongly Correlated ◽  
Performance Achievement ◽  
Practice Time

The purpose of this study was to (1) reexamine academic achievement motivation orientations within the context of instrumental music, and (2) examine relations among achievement motivation orientations, self-concept in instrumental music, and attitude to band in relation to teachers' ratings of performance achievement and effort, and students' grade level, gender, instrument, self-reported practice time, and selected music experience variables. Participants ( N= 300) were band students (Grades 7-12) in four school districts. Data were gathered concerning students' (a) motivation orientations (mastery, intrinsic, individual, cooperative, ego, competitive, approach success, avoid failure), self-concept, and commitment to band; (b) instrument, grade level and gender, practice time per week, and experience in private lessons, solo festival, and all-county band; and (c) performance achievement and effort as rated by their teachers. Results indicated that ratings of performance and effort were most strongly correlated with self-concept and intrinsic motivation, respectively. Practice time was most strongly correlated with intrinsic motivation. Factor analysis revealed three factors of motivation: Learning/Task Orientation, Performance/Ego Orientation, and Individual Orientation. The factors essentially replicated those found in a general academic achievement setting. Learning/Task Orientation was positively correlated with practice time, ratings of performance and effort, solo festival and private-lesson experience, and grade level. Performance/Ego Orientation was negatively correlated with grade level and solo festival ratings. Individual Orientation scores were positively correlated with ratings of performance and effort and solo festival ratings. Differences by gender and instrument group were nonsignificant. October 11, 2004 March 20, 2005.

scholarly journals Hubungan Konsep Diri Akademik dengan Motivasi Berprestasi pada Remaja Awal yang Tinggal di Panti Asuhan di Denpasar

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Komang Diah Laxmy Prabadewi ◽  
Putu Nugrahaeni Widiasavitri
Keyword(s):  
Achievement Motivation ◽  
Quantitative Research ◽  
Early Adolescents ◽  
Simple Random Sampling ◽  
The Self ◽  
Self Concept ◽  
Moderate Intensity ◽  
P Value ◽  
Quantitative Research Methods ◽  
Correlation Analysis Method

  Early adolescence is a period for self-concept formation. The self concept is a set of beliefs and feelings of the individual about their own, including physical characteristics, social, emotional, aspiration and achievement (Hurlock, 1999). Concerned with the need of achievement, adolescents need to develop their self-concept specially their academic self-concept as a particular provision in order to face a competition in the work world later. The self concept is not an innate factor, but it is learned and shaped by individual experience in dealing with others. That is equal with the academic self-concept. When a person living in a different situation with the general one, such as live in an orphanage, it can affect early adolescents in shaping their self-concept, at last it can affect their desire to achieve their achievement. According to these conditions, the researchers wanted to see whether there are relationships between academic self-concept and achievement motivation in early adolescents who lives in an orphanage. This study uses quantitative research methods which is correlation analysis method using product moment that involving 120 early adolescents orphanages as subjects that obtained by using sample taking technique simple random sampling . The result found in this research, there is a positive and significant relationship between academic self-concept and achievement motivation in early adolescents who lives in orphanages in Denpasar, which is indicated by the correlation coefficient (r) between the variables of self-concept and achievement motivation is 0.588 with p value 0.000 (p< 0.05), which means that the variable of academic self-concept and achievement motivation variables correlated significantly and positively and both of those are at moderate intensity   Keywords: self concept, academic self-concept, achievement motivation, orphanages, early adolescents

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