The development and validation of children achievement motivation inventory

2016 ◽  
Vol 21 (1) ◽  
pp. 425-455
Author(s):  
Doo-Yeon Kim ◽  
Deog-Geon Kim
Keyword(s):  
Achievement Motivation ◽  
Achievement Motivation Inventory ◽  
Development And Validation

Development and Validation of a Multidimensional Measure of Sport-Specific Psychological Skills: The Athletic Coping Skills Inventory-28

1995 ◽  
Vol 17 (4) ◽  
pp. 379-398 ◽  
Author(s):  
Ronald E. Smith ◽  
Robert W. Schutz ◽  
Frank L. Smoll ◽  
J.T. Ptacek
Keyword(s):  
Achievement Motivation ◽  
Female Athletes ◽  
Coping Skills ◽  
Preliminary Evidence ◽  
Coping Resources ◽  
Psychological Skills ◽  
Confirmatory Factor Analyses ◽  
Mental Preparation ◽  
Confirmatory Factor ◽  
Development And Validation

Confirmatory factor analysis was used as the basis for a new form of the Athletic Coping Skills Inventory (ACSI). The ACSI-28 contains seven sport-specific subscales: Coping With Adversity, Peaking Under Pressure, Goal Setting/Mental Preparation, Concentration, Freedom From Worry, Confidence and Achievement Motivation, and Coachability. The scales can be summed to yield a Personal Coping Resources score, which is assumed to reflect a multifaceted psychological skills construct. Confirmatory factor analyses demonstrated the factorial validity of the ACSI-28, as the seven subscales conform well to the underlying factor structure for both male and female athletes. Psychometric characteristics are described, and preliminary evidence for construct and predictive validity is presented.

BEHAVIORAL IMPLICATIONS OF ADAPTION-INNOVATION: III. ADAPTION-INNOVATION, ACHIEVEMENT MOTIVATION, AND ACADEMIC PERFORMANCE

2003 ◽  
Vol 31 (1) ◽  
pp. 101-105 ◽  
Author(s):  
Nicholas F. Skinner ◽  
Jillian M. Drake
Keyword(s):  
Academic Performance ◽  
Achievement Motivation ◽  
Multiple Choice ◽  
Achievement Motivation Inventory ◽  
Outside The Box

Adaptors prefer to solve problems by applying clearly articulated rules or procedures within familiar paradigms, whereas innovators prefer to avoid structure and think“outside the box”(Kirton, 1976). In the present study using the Kirton Adaption-Innovation Inventory (Kirton, 1991), adaptors scored significantly higher than innovators in a multiple-choice examination, reflecting the“fit”between the adaptors'cognitive style and the nature of the problems to be solved (i.e., structured, convergent questions). However, despite apparent temperamental similarities between adaptors and individuals with a high need to achieve (e.g., both groups are conforming and persistent, and prefer moderate levels of risk), the hypothesis that adaptors would have higher levels of achievement motivation than innovators was not supported, possibly due to shortcomings inherent in Mehta's (1969) Achievement Motivation Inventory and/or difficulties in adapting Mehta's instrument for this research.

scholarly journals PREDICTING LEADERSHIP STYLES BASED ON ACHIEVEMENT MOTIVATION

2020 ◽  
Vol 8 (4) ◽  
pp. 1158-1167
Author(s):  
Ivana Milinkovic ◽  
Ivana Kovacevic
Keyword(s):  
Leadership Styles ◽  
Achievement Motivation ◽  
Leadership Style ◽  
Quantitative Research ◽  
Multifactor Leadership Questionnaire ◽  
Number Of Factors ◽  
Multifactor Leadership ◽  
Management Positions ◽  
Achievement Motivation Inventory ◽  
Transformational Leadership Style

Purpose: The fields of motivation and leadership are very wide, and there is a large number of factors that mediate their relationships. The research aimed to examine is there a correlation between leaders’ achievement motivation and their leadership styles (transformational, transactional, and passive), and whether the achievement motive can be a predictor of leadership style. Methodology: Quantitative research was conducted in 4 companies from the territory of Serbia. Leaders and their subordinates completed two questionnaires, MLQ (Multifactor Leadership Questionnaire) and AMI (Achievement Motivation Inventory). The MLQ was used to measure transformational, transactional, and passive leadership style. AMI is a psychological test that was used to evaluate the expression of achievement motivation. Main Findings: The results showed that there is a correlation between achievement motivation and passive (r = -. 544; p <.01; N = 30), transactional (r = .381; p <.05; N = 30), and transformational leadership style (r = .412; p <.05; N = 30). Regression analysis determined the equations by which those leadership styles can be predicted based on achievement motivation. Applications: The possibility of predicting leadership styles can contribute to the process of selection of employees in companies, especially those who come directly to management positions, and employee development process. Novelty/Originality of this study: Assessing motivation for achievement as a personality trait among employees and predicting the type of leadership style based on that.

scholarly journals Peer Motivational Climate in Youth Sport: Measurement Development and Validation

2005 ◽  
Vol 27 (4) ◽  
pp. 432-455 ◽  
Author(s):  
Nikos Ntoumanis ◽  
Spiridoula Vazou
Keyword(s):  
Achievement Motivation ◽  
Factor Model ◽  
Peer Group ◽  
Youth Sport ◽  
Motivational Climate ◽  
Measurement Development ◽  
Factor Solution ◽  
Confirmatory Factor Analyses ◽  
Team Conflict ◽  
Development And Validation

The influence of the peer group on young people’s achievement motivation has been highlighted in the literature as an area that needs examination (e.g., Harwood & Swain, 2001). To this effect, a new measure of youngsters’ perceptions of the peer motivational climate (Peer Motivational Climate in Youth Sport Questionnaire; PeerMCYSQ) was developed and tested across three studies. In Study 1, exploratory and confirmatory factor analyses (CFA) with 431 athletes between the ages of 11 to 16 years suggested that the PeerMCYSQ had 6 factors that could also be subsumed into 2 higher order factors (Task-Involving climate: improvement, relatedness support, effort; Ego-Involving climate: intra-team competition, normative ability, intra-team conflict). In Studies 2 and 3 the 6-factor solution and the corresponding hierarchical one were tested using CFA with two independent samples (N = 606 and 495, respectively) of similar age. The results showed that the 6-factor model was problematic and that a 5-factor solution should be preferred instead. Further support to the 5-factor model was provided with hierarchical and multilevel CFAs. Suggestions for further research on peer motivational climate are discussed.

scholarly journals Achievement among Tribal and Non-Tribal College Students

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Mrs. Ushaben C. Ninama
Keyword(s):  
College Students ◽  
Achievement Motivation ◽  
Tribal College ◽  
F Test ◽  
Significant Difference ◽  
The Mean ◽  
Achievement Motivation Inventory

The present study aimed to know the achievement among the tribal and non-tribal college students. The sample constituted total 120 students out of which 60 students were from tribal and 60 from non-tribal (30 boys and 30 girls in each group). The “Achievement Motivation Inventory (AMI)” prepared by Jansari (2015) was used. The reliability of the test-retest was 0.6301, reliability of the Split half was 0.7245 and validity was found to be 0.5683. The data was collected, scored and calculated. ‘F’ test was being calculated. The result showed that (1) There is no significant difference between the mean score of the achievement motivation among the tribal and non-tribal college students. (2) There is no significant difference between the mean score of the achievement motivation among the boys and girls and (3) The non-tribal boys college students is having more achievement motivation than non-tribal girls college students.

scholarly journals Investigation of Relationship between Arts and Commerce College Students on Achievement Motivation

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Dr. Indrajitsinh. D. Thakor
Keyword(s):  
College Students ◽  
College Student ◽  
Achievement Motivation ◽  
Study Behavior ◽  
Modern Psychology ◽  
Significant Difference ◽  
Achievement Motivation Inventory ◽  
Different Cultures ◽  
The Relationship ◽  
Important Branch

Educational psychology is considered as an important branch of modern psychology. In it the study of behavior of a child to an old man is done scientifically in context of his learning environment. Psychiatrists study behavior of individuals with the aim of alleviating mental disorders. Anthropologists study the behavior of men in different cultures. All seek to understand and predict behavior. Psychology is only one of many areas of science which are concerned with the study of behavior and psychologists study many aspects of behavior that are also studied by other disciplines. The purpose of this study was to explore the relationship between Arts and Commerce college student on his achievement motivation in this research paper. Achievement Motivation inventory was used. The random sample (N=133) was taken from college. (69 Arts And 64 Commerce). “t” Test was calculated to find out the result. The “t” value of Achievement Motivation between Arts and Commerce college student comes to 1.30 which is in significant at 0.05 levels. This shows that, there is no significant difference between Arts and Commerce College students On Achievement Motivation. The detail results are indicating in the paper.

scholarly journals A Comparative Study Achievement Motivation and Study Habits of School Going Students on Rajkot District Area

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Dr. Vandana N Solanki
Keyword(s):  
Comparative Study ◽  
Achievement Motivation ◽  
Study Habits ◽  
Study Investigator ◽  
Study Habit ◽  
Main Effect ◽  
Achievement Motivation Inventory ◽  
And Gender ◽  
Senior Secondary Schools ◽  
Senior Secondary

The Present study main aim achievement motivation and study habit of school going students. The random sample consisted of 240 boys and 240 girls of high and senior secondary schools of Rajkot districts. In this study Investigator was used Achievement Motivation Inventory developed by Jansari and Study Habits Inventory developed by M. N. Palsane and S. Sharma for testing of the student’s achievement motivation and study habits. The results reported that the main effect of urban and rural area, types of school and gender on achievement motivation and study habits was very highly significant.

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