Validation of the Need for Competing Inventory

Past studies have been conducted on competitiveness and achievement orientation as two noncooperative explanations for achievement motivation and achievement behavior. But a complimentary representation of a competitive-achievement orientation has yet to be explored. This paper developed and validated the need for competing inventory (NCI), and further investigated its relations with achievement orientation, emotional assessment, self-efficacy, grit, anxiety, and flow. The results from the present study support the theoretical construct of the need for competing, in the hope that it will provide a solid foundation for a competitive-achievement orientation, which is suggested to play a significant role in competitive achievement behavior. It is anticipated that the results from the present study will open a debate for including a competitive-achievement orientation in future research with the aim for a stronger predictor for achievement behavior.

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Black Women's Achievement Orientation: Motivational and Cognitive Factors

Psychology of Women Quarterly ◽

10.1111/j.1471-6402.1977.tb00552.x ◽

1977 ◽

Vol 1 (3) ◽

pp. 247-259 ◽

Cited By ~ 10

Author(s):

Saundra Rice Murray ◽

Martha Tamara Shuch Mednick

Keyword(s):

Black Women ◽

Achievement Motivation ◽

Sex Role ◽

Cognitive Factors ◽

Future Research ◽

Achievement Orientation ◽

Fear Of Success ◽

Achievement Outcomes ◽

Achievement Behavior ◽

Role Concerns

The literature on motivational and cognitive factors related to the achievement orientation of black women is reviewed. Achievement motivation and fear of success are discussed, and the inconclusiveness of the findings for black women is noted. The limited data concerning black women's expectations for and causal attributions about achievement outcomes are also examined. Directions for future research are discussed with emphasis on the necessity of considering sex role concerns as mediators of black women's achievement behavior.

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The Impact of Informative Tutoring Feedback and Self-Efficacy on Motivation and Achievement in Concept Learning

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.51.3.214 ◽

2004 ◽

Vol 51 (3) ◽

pp. 214-228 ◽

Cited By ~ 59

Author(s):

Susanne Narciss

Keyword(s):

Self Efficacy ◽

Task Engagement ◽

Future Research ◽

Task Completion ◽

Multiple Response ◽

Self Evaluation ◽

Outcome Feedback ◽

Task Motivation ◽

The Impact ◽

Motivation And Achievement

Abstract. Informative tutoring feedback (ITF) provides assisted multiple response tries by offering strategically useful information for task completion as opposed to simply offering the solution. Previous studies on ITF focused on its effects on achievement. The present studies examine the assumption that ITF affects not only achievement, but also motivational variables such as task engagement, effort, persistence, and satisfaction with performance. In two experiments, students differing in self efficacy (SE) for identifying concepts worked on concept identification tasks. In cases of incorrect hypothesis about the concept, they received either outcome feedback or ITF. Results reveal that motivation and achievement depend on both SE and type of feedback. Future research should examine in more detail how ITF affects the self-enhancing processes between on-task motivation, achievement, and self-evaluation.

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Multicultural Education Professional Development: A Review of the Literature

Review of Educational Research ◽

10.3102/0034654319840359 ◽

2019 ◽

Vol 89 (3) ◽

pp. 416-458 ◽

Cited By ~ 4

Author(s):

Hillary Parkhouse ◽

Chu Yi Lu ◽

Virginia R. Massaro

Keyword(s):

Professional Development ◽

Multicultural Education ◽

Achievement Motivation ◽

Self Efficacy ◽

Culturally Diverse ◽

Future Research ◽

Preparation Programs ◽

Marginalized Communities ◽

Diverse Classrooms ◽

Self Confidence

When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.

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Industrialization, Personality and Social Mobility in Brazil

Human Organization ◽

10.17730/humo.30.2.d76816550353pl58 ◽

1971 ◽

Vol 30 (2) ◽

pp. 137-148 ◽

Cited By ~ 2

Author(s):

Bernard Rosen

Keyword(s):

Social Mobility ◽

Achievement Motivation ◽

Thematic Apperception Test ◽

Future Research ◽

Adult Males ◽

Achievement Orientation ◽

Explanatory Variables ◽

Industrial Community ◽

Thematic Apperception ◽

Relationship Of

This paper examines the relationship of the achievement syndrome (achievement motivation, values and aspirations) and industrialization to intergenerational social mobility in Brazil. It was hypothesized that residence in an industrial community and a positive orientation toward achievement are conducive to upward social mobility and that the effects of both are additive. Research was conducted in five communities, each of which was selected to represent a point on a rural-urban-industrial continuum, ranging from an isolated village through a traditional community to a modern industrial city. Data were collected over a nineteen-month period during 1963-64 from 647 adult males through the use of a personal interview and a Thematic Apperception Test. It was found that degree of industrialization and achievement orientation are equally good predictors of whether a person has been socially mobile or not. Both are positively related to mobility, even when the effects of the other is controlled; together they account for more of the variation in social mobility than either does separately. It was also found that amongst those individuals who have experienced some upward mobility, the best predictor of degree of movement through the occupational system is the achievement syndrome score. The finding suggest that future research on the antecedents of social mobility should include explanatory variables from both the structural and psychological levels.

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Where Are We Now? Discussion of Papers Presented in the 1975 AERA Symposium on Sex Differences in Achievement Motivation and Achievement Behavior

Psychology of Women Quarterly ◽

10.1111/j.1471-6402.1977.tb00556.x ◽

1977 ◽

Vol 1 (3) ◽

pp. 294-303

Author(s):

Thelma Alper

Keyword(s):

Sex Differences ◽

Achievement Motivation ◽

Negative Findings ◽

Achievement Behavior ◽

Motivation And Achievement

The five papers presented at the symposium are examined critically in an attempt to account for both positive and negative findings in this area of research. Where relevant, the data from other studies not covered by these papers are introduced to support the author's conclusions.

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Validity of Achievement Motivation Measures on the California Psychological Inventory

Psychological Reports ◽

10.2466/pr0.1976.38.2.587 ◽

1976 ◽

Vol 38 (2) ◽

pp. 587-594 ◽

Cited By ~ 1

Author(s):

Robert A. Marcantonio

Keyword(s):

College Students ◽

Achievement Motivation ◽

California Psychological Inventory ◽

Achievement Orientation ◽

Significant Relationships ◽

Orientation Score ◽

Psychological Inventory ◽

Motivation And Achievement

As measures of achievement motivation, the Achievement via Conformance and the Achievement via Independence scales of the California Psychological Inventory, as well as the Achievement Orientation score developed by Carney, were administered to 113 college students. These scores were related to a diversity of achievement behaviors. While some significant relationships were obtained between achievement motivation and achievement behaviors, it was concluded that caution should be exercised in predicting specific achievement behaviors from more general motivation measures. In addition, the three motivation measures used in this study appeared to be measuring diverse aspects of achievement motivation.

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Doodling as Self-Expression: Building Self-Efficacy in Normally Functioning Adults

10.33015/dominican.edu/2022.at.01 ◽

2021 ◽

Author(s):

◽

Journey Coward

Keyword(s):

Self Efficacy ◽

Self Care ◽

Future Research ◽

Educational Tool ◽

Inclusion Criteria ◽

Adult Individual ◽

Specific Performance ◽

Study Support ◽

Convenience Sampling ◽

Creative Self

While previous studies identify doodling as a useful educational tool, this study sought to determine if doodling can build creative or emotional self-efficacy. Self-efficacy is an individual’s belief in their own capacity to express behaviors necessary to attain specific performance goals. The current study also sought to determine if doodling can be a form of self-care. Research collected was quantitative and qualitative using surveys to measure both creative and emotional self-efficacy along with a doodling activity. Ten participants were recruited through convenience sampling on social media and were included in the study after meeting the inclusion criteria of identifying themselves as a normally functioning adult. Individual times spent on doodling ranged from thirty minutes to three hours. The study took place during the Covid-19 pandemic which impacted the ability to recruit volunteer participants. The researcher collected data from the Emotional Self-Efficacy Scale (ESES) and Creative Self-Efficacy Scale (CSES). The results from this study support the use of doodling in art therapy as well as its effect on an individual’s self-expression and self-efficacy. The research also explores the use of doodling as a form of self-care. Recommendations for future research include expanding the population size and variety, as well as having a facilitator present to guide and witness the process.

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