ED 061 567

AUTHORTITLE

INSTITUTION

SPONS AGENCYBUREAU NOPUB DATECONTRACTNOTEAVAILABLE FROM

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

CG 400 057

Kidder, Mary Jane, Comp.Searchlight: Relevant Resources in High InterestAreas. Counseling for Achievement Motivation. 5RRetrospective Search.ERIC Clearinghouse on Counseling and Pe-JonnelServices, Ann Arbor, Mich..Office of Education (DHEW), Washington, D.C.BR-6-2487Oct 71OEC-3-6-002487-1579(010)13p.ERIC/CAPS, Room 2180, School of Education Building,The University of Michigan, Ann Arbor, Michigan 48104($1.00)

MF-$0.65 HC-$3.29Achievement; *Annotated Bibliographies; *CounselingPrograms; *Goal Orientation; *Motivation;*Techniques

ABSTRACTThis search of the ERIC system, Dissertation

Abstracts, and the journal literature ....elded 27 documents whichreview suggested techniques for use in school and at home to increaselevels of motivation. (C.:4J)

Relevant Resources in High Interest Areas

5RRETROSPECT I VE SEARCH

Counseling forAchievement Motivation

Compiled by Mary Jane Kidder

October 1971

This search reviews suggested techniquesfor use in school and at home to inCreaselevels of motivation.(27 document abstracts r

$ 1 . 00

U.S. DEPARTMENTOF HEALTH, EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENTHAS SEEN REPRODUCEDEXACTLY AS RECEIVED

FROM THE PERSON ORORGAWIZATIGN ORIGINATINGIT. POINTS OFVIEW OR OPINIONS

STATED DO NOT NECES-SARILY REPRESENTOFFICIAL OFFICE OF EDIJ-CATION POSITION

OR POLICY.

Searchlight is a development of the ERIC Counseling and Personnel Services I nfor--mation cjnthájd is Publiihed in cociperati"Pii with iñéSchooio ducation-at The-University of Michigan.

ERIC/CAPS, Room 2108, School of Education BuildingThe University of Michigan, Ann Arbor, 'Michigan 48104

1.

introduction

This information packet is intended to alert the user to a bodyof literature on a topic of current interest to counselors. It

identifies research reports that have been cited in the EducationalResources Information Center's (ERIC) publication, Research inEducation (RIE) from January 1967 through June 1971, in DissertationAbstracts Internatiogial from January 1968 through June 1971, andin FRIC's Current Index to Journals in Education (CIJE) fromJaniary 1968 through June 1971.

Ordering instructions

Searchlight has attempted to give availability for all materialslisted in this packet. In most cases, it is possible to obtain apersonal copy of the title listed The sources fall into threegroupings:

ERIC DocumentsReferences in this search for which an ED (ERIC Document)number is given may be ordered from the ERIC DocumentReproduction Service (EDRS). Copies are available ineither hard (photo) copy or in microfiche form. Themicrofiche require a special machine for use. To orderany of the ED materia7s, please refer to the ERIC ReportsOrder Blank at the back of this packet

Doctoral DissertationsAll dissertations fisted in this search have been drawnfrom Dissertation Abstracts International, a publicationof UniversitTUFF3films. They are available on micro-film (MP) at $4.00 per dissertation, or in bound photocopy (X) at $10.00 per dissert-Alon from UniversityMicrofilms.To order, give the following information:

1) Order number2) Author's last name and initials3) Type of copy desired (35mm positive microfilms,

or soft bound xerographic copy)4) Your name and address (list separately for

billing and shipping, if they are different)Send your order, with payment, to University Microfilms,300 North Zeeb Road, Ann Arbor, Michigan 48106.

Journal ArticlesJournal articles are available from the original journalin library or personal collections. Refer to theentry for volume and page designations.

ED 021 617 PS 001 065Adkins, Dorothy And OthersMEASUREMENT OF MOTIVATION TO

ACHIEVE IN PRESCHOOL CHILDREN.FINAL REPORT.

Hawaii Univ.,, Honolulu. Educational Researchand Development Center.

Spcnis AgencyOffice of Economic Opportunity,Washington, D.C.

Report No-0E0-4218Pub Date 68Note-37p.

DescriptorsCOVERT RESPONSE, FACTORANALYSIS, ITEM ANALYSIS, LOWACHIEVEMENT FACTORS, *MEASURE-MENT INSTRUMENTS, *MOTI VATION,*PERFORMANCE FACTORS, PREDIC-TIVE MEASUREMENT, *PRESCHOOLCHILDREN, STUDENT ATTITUDES

IdentifiersHawaii, *Head StartA previous study was successful in designing

an instrument to measure motivation which canbe used with preschool children. The purpose ofthe present research was (1) to develop furtherthe new instrument by giving it an initial trialon a substantial number of subjects, (2) to selectand revise the test items on the basis of itemanalysis, and (3) to identify the factorial struc-ture underlying the preschool childrens' respon-ses. This study was conducted in Hawaii and in-volved 4- and 5-year -old children. Of the 182subjects, 114 attended Head Start classes and 68attended private preschools. The test instrumentconsisted of 200 items, each composed of a pairof figures and a short situational setting. Thetwo figures in the item represented differentresponses to the situation. The child was told thesituation and asked to choose the response hewould make. Each response had a differentmotivational overtone. Thus, an evaluation of allof the child's responses provided an indication ofhis motivational structure. The item analysis ofthe data led to the elimination of 100 unnecessa-ry items. The factorial structure was tentativelymapped, and data will be gathered to explore thevalidity of the instrument.. Research is beingplanned to use this instrument to teach motiva-tion to preschoolers. (WD)

ED 037 771 CG 005 153Adkins, Dorothy C. And OthersMotivation to Achiew in School. Final Report.Hawaii Univ., Honolulu. Educational Research

and Development Center.Pub Date Jan 70Note-170p.

DescriptorsAcademic Aspiration, *Achieve-ment, Behavior, *Curriculum Design, Educa-tional Research, *Learning Motivation,*Motivation, *Motivation Techniques,Preschool Children, Research ProjectsThis research on motivation has been focused

on (a) deve!opment of a measure of motivationof young children to achieve in school, a measureconsonant with a five-faceted theory of con-stituents of motivation, and (b) a curriculum forteaching motivation to preschool children, alsogrounded in the theory. The resulting measure,Jumpgookies, is an objective-projective deviceconsisting of dichotomous items. The test hasbeen given to 1,607 children in the United Statesand 668 children in grades one, two, and four inHawaii. Item difficulty indices and item test cor-relation coefficients have been studied, and datafor each group and for various combinations ofgroups have been factor analyzed. Results of thefirst attempts to teach motivation to preschoolchildren are regarded as sufficiently promising towarrant intensive efforts. Plans for extending thiswork to children both younger and older thanpreschoolers are being pursued. Follow-up of thegrpups_ invelw..1 in -the study--is also 'projected.(author/KJ)

ERIC Documents

ED 029 139 0 8 VT 00 8 3 73Alschuler, Alfred, A:td OthersAchievement Motivation Development Project. In-

terim Report Section 1.Harvard Univ., Cambridge, Mass.Spons AgencyOffice of Education (DHEW),

Washington, D.C.Bureau NoBR-7-1231Pub Date Feb 69GrantOEG-0-8-071231-1747Note-212p.

Descriptors*Academic Achievement, ChangingAttitudes, Control Groups, Course Evaluation,Developmental Programs, Educational Environ-ment, Experimental Groups, High School Stu-dents, *Individualized Curriculum, Junior HighSchool Students, *Learning Motivation, Litera-ture Reviews, *Motivation Techniques, Poten-tial Dropouts, Questionnaires, Self Actualiza-tion, *Student Motivation

IdentifiersAchievement Motivation Develop-ment ProjectTwo objectives of this project were: (1) to

discover what specific methods of arousingmotivation are most effective for particulargroups, and (2) to prepare instructional materialswhich will make the prototype achievementmotivation course and motivational climatesavailable to a wider number of educators. Atten-tion is given to the methods (inputs) for arousingmotives and ways of evaluating whether a motivehas been aroused (yields). There are two generaltypes of inputs: course inputs and environmentalinputs. Course inputs may be placed in fourgroups: ( I ) teaching the achievement syndrome,(2) fostering goal setting, (3) providing cognitivesupports, and (4) providing grou_ supports. En-vironmental inputs are the opportunities andspecific external cues for motives. Motivation isstudied relative to potential high school dropouts,increases through structure and climate, andyields through individualized instruction. A re-lated document is VT 008 366. (CH) -

ED 016 252 24 CG 001 313ALSCHULER, ALFRED S.THE ACHIEVEMENT MOTIVATION DEVEL-OPMENT PROJECT, A SUMMARY ANDREVIEWHARVARD UNIV., CAMBRIDGE, MASS.REPORT NUMBER BR-7-1231PUB DATE 67CONTRACT OEC-5-16-239

33P.DESCRIPTORS *ACADEMIC ACHIEVEM-

ENT, *ADOLESCENTS, *CURRICULUM DE-VELOPMENT, *MOTIVATION TECH-NIQUES, *STUDENT MOTIVATION,COURSE CONTENT, COURSE DESCRIPT-IONS, COURSE OBJECTIVES, MOTIVATION,RESEARCH PROJECTS,

THE GOALS OF THIS PROJECT ARE--(1)THE IDENTIFICATION OF KEY VARIA-BLES IN AROUSING MOTIVATION, AND (2)THE DEVELOPMENT OF CURRICULAWHICH INCREASE ACHIEVEMENT MOTIV-ATION. THE DEVELOPMENT OF NEEDACHIEVEMENT (N G4.. GlACH) THEO-RY AND RESEARCH IN THIS AREA AREDISCUSSED. METHODS OF MEASURINGMOTIVATION ARE DESCRIBED. PROPOSI-TIONS BASIC TO THE STUDY ARE--(1) GOALSETTING, (2) MOTIVE SYNDROME, (3) COG-NITIVE SUPPORTS, AND (4) GROUP SUPP-ORTS. THE HYPOTHESIZED VARIABLESRELATED TO THESE PROPOSITIONS AREBEING SYSTEMATICALLY ADDED ANDSUBTRACTED IN A SERIES OF MOTIVE AR-OUSAL COURSES FOR ADOLESCENTS.STUDENTS WITH HIGH ACHIEVEMENTMOTIVATION MAY FIND THEMSELVES OP-ER ATING .00NTRARY To SCHOOL GOALS.THIS RESiJLTS IN NEGATIVE SELF-IMAGE

3

PORMATION AND A DISTASTE FORSCHOOL. THE MOTIVE AROUSAL COURSEHELPS THE STUDENT WITH HIGH ACHI-EVEMENT MOTIVATION. VARIOUS MO-TIVE AROUSAL COURSES AND THEIR RE-SULTS ARE PRESENTED. A COGNITIVELEARNING APPROACH AND AN EXPER-IENCE-BASED APPROACH ARE COMP-ARED. A MOTIVE ACQUISITION COURSE ISOUTLINED. APPROPRIATE CASE STUDIES,TEXT MATERIALS, GAMES, AND EXERCIS-ES HAVE BEEN DEVELOPED INTO AN IN-STRUMENTED CURRICULUM WHICH WILLBE AVAILABLE FOR CLASSROOM USE. IM-PLICATIONS FOR PSYCHOLOGICAL EDUC-ATION ARE DISCUSSED. COPIES MAY BEOBTAINED FROM THE CENTER FOR RE-SEARCH AND DEVELOPMENT ON EDUCA-TIONAL DIFFERENCES, PUBLICATIONSOFFICE, LONGFELLOW HALL, APPIANWAY, CAMBRIDGE, MASSACHUSETTS02138. (PS)

ED 029 967 08 VT 008 366Alschuler, Alfred And OthersHow to Develop Achievement Motivation: A

Course Manual for Teachers. Interim Report(First Draft). Section 2.

Achievement Motivation Development Project,Cambridge, Mass.

Spons AgencyOffice of Education (DHEW),Washington, D.C.

Bureau NoBR-7-1231Pub Date Feb 69GrantOEG-0-8-071231-1747Note-194p.

DescriptorsAcademic Achievement, Case Stu-dies (Education), *Course Content, CourseDescriptions, Developmental Programs, Educa-tional Environment, Educational Games, *In-service Teacher Education, Instructional In-novation, Instructional Materials, *LearningMotivation, *Literature Reviews, MotivationTechniques, Role Playing, Self Actualization,*Student Motivation, Teacher Workshops

IdentifiersAchievement Motivation Develop-ment ProjectThis teacher's manual grows out of a major

research project that is attempting to discover themost effective methods of increasing motivationof the adolescent. The methods under study arecombined into :-..pacial courses that are given inschools by teachers, not in laboratories byresearch scientists nor in clinics bypsychotherapists. "Pyschological education" isdescribed as a new educational movement ofwhich the achiemnent motivation course is apart. The history, goals, methods, and rationalefor this movement are discussed in some detail.Also, a fairly detailed course outline is providedto suggest how one course was put together.Chapter 2 is a set of instructions and suggestionsput together to allow potential motivation courseteachers to experience a course themselves.Chapter 3 builds on this experience by providinga review of the research on achievement motiva-tion. Chapter 4 is a detailed, down-to-earthdescription of what goes in an achievementmotivation course for students. The appendixesinclude an array of games, case studies, and roleplays for achievement motivation courses. A re-lated document is VT 008 373. (Not available inhardcopy due to marginal legibility of originaldocument) (JC)

ED 027 500 AC 004 201Baruch, Rhoda WassermanThe Achievement Motive in Women; A Study of

the Implications for Career Development.Harvard Univ., Cambridge, Mass.Pub Date 66Note-276;.; Ed. D. Thesis.Available fromUniversity Microfilms, Inc., 300

N. Zeeb Rd. Ann Arbor, Michigan 48106(Order No. 67-3028, MF $3.55, Xerography$12.60)

Document Not Available from FORS.Descriptors*Achievement Need, Adults, Age

Differences, Analysis of Variance, CollegeGraduates, Developmental Psychology, Doc-toral Theses, Educational Background, Employ-ment Level, *Ernployment Patterns, FamilyStatus, *Females, Fringe Benefits, *Goal Orien-tation, Mass Media, Research, *SocioeconomicInfluencesUsing 137 Radcliffe alumnae and a national

sample of 763 women, this study tested twohypotheses: ( ) the achievement motive ofwomen is associated with age and family situa-tion; (2) for those woman whose families areestablished, achievement motivation is associatedwith paid employment and return to work. TheRadcliffe group wrote Thematic ApperceptionTest-type stories which were scored for achieve-ment motive; the nationwide group were analyzedby education, age, achievement motive; and em-ployment status. The first hypothesis held true forthe Radcliffe sample and the college educatedsubset of the national sample. The secondhypothesis was rejected, for work status andachievement motive were independent for thepopulation in general. Interaction among workstatus, education, and age was highly significant.indicating that employment patterns by age aredifferent for women of different educationalbackgrounds. However, for women of each edu-cational level, increased in achievement motiveappeared to be followed by return to paid em-ployment some years later. Benefits under SocialSecurity may account for employment changes.The notion of mass media manipulation ofwomen's motives also proved relevant.I author/M

ED 038 684 CG 005 230Hawkins, Robert P. Sluyter, David !.Modification of Achievement by a Shnpie

Technique Involving Parents awl Teacher.American Educational Research Association,

Washington, D.C.; Western Michigan Univ.,Kalamazoo.

Pub Date 2 Mar 70Note-19p.; Paper presented at American Educa-

tional Research Association Convention, Min-neapolis. Minnesota, March 2-6. 1970

DescriptorsChildren, Low Achievers, *LowMotivation, Motivation, MotivationTechniques, *Parent Participation, *Per-formance, Students, *UnderachieversSeven experiments were conducted to help

answer the question, "What can parents andteachers of an underachieving child do to helpthat child?" Though many school programs existfor such children, many remain underachieversdespite absence of serious "emotional" or socio-economic problems. A simple inexpensivetechnique was designed to raise achievement inthose children whose primary problem was lowmotivation. Its adoption could be initiated byeither parents or teachers, since no specializedknowledge and very little effort was required ofeither party. The technique involved dailydispensing of dittoed notes to the child at schoolregarding his performance in the area of interest.These notes were taken home and parents ar-ranged reinforcing consequences there. Single-subiect design was used. Dependent variables,

chosen on basis of individual subject's achieve-ment problems, talking out of turn, and inatten-tiveness. Six of the seven cases showed significantimprovement resulting trom application oftechnique. Four of the cases are presented.Variations of this simple technique should betried in many schonIs to determine its general ef-fectiveness. It can be initiated by counselors.psychologists, social workers and principals aswell as teachers and parents. It should be applica-ble to most grade levels, but this remains to bedetermined. (Author)

ED 029 332 CG 003 956Lvbetkin, Barry S. Lubetkin, Arvin 1.Achievement Motivation in a Competitive Situa-

tion: A Comparison of Undergraduates,Younger Graduate Students and Older FemaleGraduate Students.

Pub Date 19 Apr 68Note-19p.; A modified version of this paper was

presented at the meetings of the 'EasternPsychological Association, Washington, D.C.,April 19. 1968.

Descriptors.*Academic Aspiration, Achieve-ment Need, Adult Learning, *Educational In-terest, *Graduate Students, Motivation, Sex(Characteristics), *Student Motivation, StudentResearch, *Womens EducationThis study investigated whether older female

graduate students who have experienced an inter-ruption in their formal academic education willdisplay greater achievement motivation whencompeting against a male than will younger grad-uate females or undergraduate females. The mea-sure of achievement motivation was the percent-age of incompleted tasks recalled minus the per-centage of completed recalled (Zeigarnik Effect).Previous rese a rch shows a high Zeigarnik scorecorrespondin to a heightened achievement mo-tive. When p aced in a competitive situation witha male, older female graduate students showedsignificantly higher Zeigarnik scores than did theother groteps in similar competition. Results werediseussed pith reference to a developing achieve-ment oriented personal identity in the older Ss.An alternative social-acceptance explanation wasalso considered. (Author)

ED 029 067 UL OC S59McClelland, David C.Achievement Motivation Training for Potential

High School Dropouts. Achievement MotivationDevelopmwt Project %Forking Paper Number 4.

Harvard Univ., Cambridge, Mass. GraduateSchool of Education.

Spons AgencyOffice of Education (DREW),Washington, D,C.

Pub Date Aug 68ContractOEC-0-8-071231-1747Note-14o.

DescriptorsAcademic Performance, *Achieve-ment, Course Content, Dropout Attitudes,Dropout Prevention, *Dropout Research,Grade 10, *High School Students, Males,Matched Groups, *Motivation, Pilot Ptojects,School AttitudesThis pilot project sought to determine if in-

struction in achievement motivation would helppotential dropouts to complete their schooling.Subjects were tenth grade students in a suburbanBoston high school. A one-week residentialcourse during winter and spring vacations wastaken by one group of six boys and a secondgroup of four. Equated matched control groupswere set up. Course content consisted of learningabout the achievement syndrome, exercises inself-study, planning future activities, and learningindividual responsibility from group living.Findings show that fully trained boys (those who

remained in the course for the full five days) hadimproved acfaleinic performance and better at-titudes toward school. On the whole, however,the results are said to be inconclusive. The pro-ject gains significance largely because the study isone of the very few which show that interventioncan produce a significant improvement in "hardcore problem boys. (NH)

ED 015 491 72 CG 000 920ME HTA, PRAY AGACIHEVEMENT MOTIVE IN HIGH SCHOOLBOYS AND TRAINING FOR IT. PROJECT REP-ORT.NATIONAL INST. OF EDUCATION, NEW

DELHI (INDIA)REPORT NUMBER NIE-HEW-PROJ-002PUB DATECONTRACT OEC-4-21-002

305P.DESCRIPTORS *ACHIEVEMENT TESTS,

*EDUCATIONAL RESEARCH, *MOTIVAT-ION, *PSYCHOLOGICAL TESTS, *SECONDA-RY SCHOOL STUDENTS, ACADEMIC PER-FORMANCE, ACHIEVEMENT MOTIVA1 IONINVENTORY, CORRELATION, DELHI, EX-PERIMENTAL PROGRAMS, INDIA, LOWACHIEVERS, RELIABILITY. SOCIOECO-NOMIC INFLUENCES, SOCIOECONOMICSTATUS, THEMATIC APPERCEPTION TEST,

IN DELHI, INDIA, TWO STUDIES WEREMADE OF ACHIEVEMENT MOTIVATION (NACH). IN THE FIRST STUDY, 1,000 IX CLASSBOYS IN SECONDARY SCHOOLS WEREGIVEN A THEMATIC APPERCEPTIVEMEASURE OF N ACH AND AN ACHIEVE-MENT MOTIVATION INVENTORY. THE RE-SULTS AND LIMITATIONS OF THE STUDYARE DISCUSSED, AND SUGGESTIONS FORFURTHER RESEARCH ARE MAOE. THE SE-COND STUDY TESTED THE EFFECT OFTWO MOTIVATION TRAINING PROGRAMSFOR TEACHERS ON N ACH, AND ACADEM-IC ASPIRATION LEVELS IN PUPILS.AFTER THE TEACHER TRAINING PRO-GRAMS WERE COMPLETED, GROUPS OFBOYS COMPLETED A COURSE, TO RAISETHEIR ASPIRATIONS, A COURSE TO RAISETHEIR N ACH, BOTH OF THESE, ORNZUTIIER. RESULTS INDICATED--(1) THEAS eIRATIC PROGRAMALONEDID NOT AFFECT N ACILANaD (2) THE BOYSHAVING BOTH COURSES SHOWED THEGREATEST CHANGE IN N ACM LIMITA-TIONS TO THE STUDY ARE (1) VARYDIGAMOUNTS OF THE CURRICULUM WERECOVERED IN DIFFERENT SCHOOLS, (2)TEACHERS' TECHNIQUES VARIED INEFF-ECTIVENESS. FUTURE STUDIES WILLSHOW IF THE IMPACT OF ME N ACH PRO-GRAM INCREASES WITH TIME, AND IFBOYS OF LOW SOCIOECONOMIC STATUSNOW VALUE EDUCATILIN MORE THANBOYS OF MIDDLE AND HIGH SOCIOECO-NOMIC qTATUS. (PR)

ED 016 241 CG 001 050MOULTON,RORERT W.MOTIVATIONAL IMPLICATIONS OF INDI-VIDUAL DIFFERENCES IN COMPETENCE.PUB DATE 3 SEP 67

I1P.DESCRIPTORS INDIVIDUAL DIFFER-

ENCES, *MOTIVATION, *SELF EVALUAT-ION, *TASK PERFORMANCE, *VALUES,PROBABILITY, SELF ESTEEM, SPEECHES,THEORIES,

SELF-JUDGMENTS OF COMPETEN.iEVARY GREATLY. COMPETENCE .111DG

MENTS ARE IMPORTANT IN TESTINO THE-THEORY OF ACHIEVEMENT MOTIVATION.APPLICATION OF THIS 'THEORY RE-QUIRES ACCURATE CONTROL OR iiSSESS-MENT OF THE SUBJECTIVE PROBABILI-TIES IN AN INDIVIDUAL'S COMPETENCEJUDGMENTS. SUBJECTIVE PROBABILI-TIES ARE OF TWO TYPES--(1) SUBJECTIVEPROBABILITY OF SUCCESS, AND (2) CON-SENSUAL DIFFICULTY LEVEL OR GENER-ALIZED JUDGMENTS ABOUT DIFFICULTY.VARIOUS TECHNIQUES FOR ELIMINAT-ING OR CONTROLLING INDIVIDUAL COM-PETENCE JUDGMENTS HAVE BEEN DEV-ISED. IN ONE METHOD, THE SUBJECTSTATES HIS PROBABILITY OF SUCCESSFOR THE TASK. IN ANOTHER METHOD,THE SUBJECT IS GIVEN AN ASSESSMENTOF HIS COMPETENCE PRIOR TO PERFOR-MANCE OF THE TASK. SOME RESEARCHSTUDIES HAVE SHOWN THAT THE COMPE-TENCE VARIABLE IS RELEVANT INMEASURING ACHIEVEMENT KOTIVAT-ION. THIS TOPIC REQUIRES PURTHERINVESTIGATION. EXTRINSIC INCENTIVESSUCH AS SOCIAL APPROVAL AND PRES-TIGE ALSO PLAY A ROLE IN THE COMPE-TENCE VARIABLE. THE TENDENCY TOPERFORM AN ACHIEVEMENT RELATEDACT WILL INCREASE AS A FUNCTION OFCONSENSUAL DIFFICULTY LEVEL. COM-PETENCE IS IMPORTANT, MEASURABLE,AND CAN BE USED TO ASSESS THE RELA-TIONSHIP BETWEEN EXTERNAL DEFINI-TION OF DIFFICULTY LEVEL ANDSUBJECTIVE PROBABILITIES. TH_ISPAPER WAS PRESENTED AT THE AMERI-CAN PSYCHOLOGICAL ASSOCIATION CON-VENTION, WASHINGTON, D.C., SEPTEM-BER 1967. (SK)

ED 027 548 CG 001 052Raynor, Joel 0.The Functional Significance of Future Goals.American Psychological Association, Washington,

D.C.Pub Date [671Note-12p.; Paper pit.nled at i;ie A. _an

Psychological Amociation Convention, SanFrancisco, Califs enia, August 30 through Sep-tember 3, 1968.

Descriptors*Achievement Need, *BehaviorTheories, Goal Orientation, *Individual Dif-ferences, *Mathematical M od els, *M otivation,Personal Values, Psychological CharacteristicsAntecedent and current theories of achieve-

ment motivation are stated, and a broader theoryof achievement motivation presented, which at-tends to the effects of anticipated future achieve-ment goals on present achievement orientedbehavior. This broader theory suggests that an in-dividual's characteristic achievement motivationis accentuated when present performance is per-ceived as instrumental in. attaining future achieve-ment goals. Research evidence is given in supportof this proposition. A mathematical model of theproposed theory is presented, giving the totalresultant tendency to achieve as a multiplicativefunction of motive, expectancy, and incentive,perceived as a subjective, compound probability.Extrinsic motivation may also be increased whenthe activity has future implications. The in-dividual's cognitive stnecture becomes importantin predimbg differenial effects of achievementmotivation. (EP)

ED 038 659 CG 005 149Shea, Dennis J. Cohen, Karen M.Control of Reinforcement, Goaketting, and

Academic Behavior.American Educational Research Association,

Washington, D.C.Pub Date a Mar 70Note-13p.; Paper presented at American Educa-

tional Research Association Convention, Min-neapolis, Minnesota, March 2-6, 1970

Descriptors*Academic Achievement, *Elemen-tary School Students, *Goal Orientation, Grade6, *Motivation, *Motivation Techniques, Stu-dent Motivation, TeachersThirty sixth grade teachers and their students

participated iv a motivation training program.The program was based on Charm's theory ofpersonal causation which postulates that "Man'sprimary motivation is to be effective in causing(changes in his environment." When a personfeels he is in control of his fate he is positivelymotivated and confident and acts like an Origin.When his is controlled he is relatively powerlessand acts like a Pawn. In order to facilitate themotivation of others teachers must treat pupilslike Origins and not Pawns and thus activitieswere planned that would help children learnmore about their motives and how to reach theirgoals. The trained pupils felt more like Originsthan those in an untrained control group. Thetraining helped improve academic performanceand helped pupils set more realistic goals and bemore successful in reaching them. It appears thatgoal-setting strategy is related to academic per-formance because children who set unrealisticallyhigh goals tended to perform poorly in schoolwork. It also appears that one's feeling of potencyis related to goal-setting because more potentsubjects tended to sel: realistic goals while power-less subjects tended to set very high goals. (RSM)

ED 036 954 . EC 005 256Sutton, Jeannette Schur And OthersA Program to Increase the !V Low

Achiev.vg As. Final Roor'Syosset (,entral School District 1, .

Spons AgencyNew York State EducationDept., Albany. Div. of Research.

Pub Date 68Note-114p.

DescriptorsAcademic Achievement, At-tendance, Counseling, Cultural Activities, En-glish, *Exceptional Child Research, Field Trips,Guidance, Guidance Counseling, *GuidancePrograms, *Low Achievers, *Motivation,Remedial 12 'ading, Social Studies, SpecialClasses, Student SeminarsA 3-year guidance program to increase

achievement level and motivation admitted 73low achieving 10th graders. Experimental subjectswere assigned to seminar or nom-seminar groups;controls remained in the usual slow track. Bothexperimental groups were divided into smallergroups for flexibly programed classes in English,social studies, and reading and for guidanceclasses; both groups participated in weekly cul-tural programs and field trips. The seminars forthe one group provided individual counseling,conferences, supervised study, and library work.Students were evaluated throughout the program.Results varied from year to year but there wereno significant differences in IQ or motivation.Although all had losses in achievement test scoresat the end of the 1st year, the seminar groupranked first at the close of the program on everycriterion measure variable, thus su,ggesting a dif-ferential resnonse to the program. (SD)

ED 033 395 CG 004 335Tseng, M. S. Carter, A. R.Achievement Motivation and Anxiety as Determi-

nants of Vocalic, al Choice.American Personnel and Guidance Association,

Washington, D.C.Pub Date 1 Apr 69Note.-23p.; Paper presented at the American

Personnel and Guidance Association Conven-tion, Las Vegas, Nevada, March 30--April1969

Descriptors*Achievement Need, *Adolescents,Failure Factors, High School Students, Mea-surement Instruments, *Motvation, *Occupa-tional Aspiration, Occupational Information,Success Factors, Vocational DevelopmentThe primary purpose of this study was to in-

vestigate motivational aspects of adolescents' vo-cational behaviors. A motivational contributor tosituations perceived as demanding excellence orsuccess-failure is the anxiety level aroused by thesuccess-failure cues in the situation. Subjectswere 228 adolescents from grades nine throughtwelve in McDowell Coumy, West Virginia. The"Achievement Thematic Apperception Test(TAT), Mandler-Cowan's Test Anxiety Question-naire for High School Students (TAQ), Occupa-tional Prestige Scale (OPS), Haller's Occupa-tional Aspiration Scale (OAS), and the Occupa-tional Questionnaire were administered. Resultsindicated that the TAT and the TAO are signifi-cant multiple predictors of vocational behaviors.When vocational behaviors are examined in termsof combined motivational conditions, statisticallysignificant differences with regard to perceptionof occupational prestige, occupational aspirationsand the prestige levels of the occupations chosenare observed between high achievement, low fearof failure and low achievement, high fear offailure groups. The findings underline the factthat vocational aspiration and the perceivedprestige of an occupation play an important roleid occupational choice. (Author/KJ)

Doctoral DissertationsMiles, Donald Gene. AN EVALUATION OF ACHIEVEMENT MOTIVATION THEORYAND WORK THERAPY PARTICIPATION AS PREDICTORS IN THE VOCATIONALREHABILITATION OF PSYCHIATRIC PATIENTS. Colorado State College, 1968.Available from University Microfilms, 300 North Zeeb Road, Ann Arbor,Michigan 48106 (Order No. 68-14,733).

Review of the field of psychiatric rehabilitation showed a lackof demonstrably successful techniques and of firm theoreticalfoundations. The high vocational failure rate of former mentalpatients, usually 50 per cent or greater, appeared to be afunction of factors beyond residual psychological disability orlack of opportunity for rehabilitation. The theory of achieve-ment motivation was proposed as a potential predictor ofvocational success and failure. The theory of achievementmotivation states that all persons are motivated by twocompeting motive systems--the motive to achieve success and themotive to avoid failure. When faced with an achievement-relatedtask, an individual will make a subjective evaluation of thedifficulty and incentive requirement of the task. In a personfor whom the motive to achieve success is stronger than themotive to avoid failure, the tendency urill be to choose taskswhich are in the middle range of difficulty, since easy tasksare not rewarding and very difficult tasks are unlikely to becompleted successfully. For the person in whom the motiveavoid failure is daminant, tasks in the middle range of di,will be avOided because of the threat to self-esteen if a taskof reasonable difficulty were failed. Therefore, the failure-motivated person tends to choose very easy tasks or else taskswhich are too difficult for success but which inspire admirationbecause of his high aspirations. The theory proposes thatachievement motivation is derived partially from experienceswith success and failure in childhood. Mental patients, there-fore, might be anticipated to have frequently developedpredominance of the protective motive to avoid failure. Fivehypotheses concerning the vocational outcane of formerpsychiatric patients were proposed. TWO of the hypothesesanticipated that achievement motivation would be predictive ofpost-discharge job success and prestige level. One hypothesispredicted that patients who underwent a sheltered workshopexperience during treatment would increase their subjectiveprobability estimates of job success and thereby experience morejob success than non-participants. The final two hypothesessuggested that an interaction effect between workshop participationand the motive to avoid failure would predict greater communitysuccess and higher prestige level of occupation than could bepredicted by either factor independently. To evaluate thesehypotheses, 134 adult psychiatric patients in treatment at theFort Logan Mental Health Center, Denver, Colorado were given apaper and pencil achievement motivation test based on the levelof aspiration technique. About half of the patients alsoparticipated in a sheltered workshop program during treatment.Post-discharge job success and prestige and difficulty levels

were -evaluated for--two -The-data were-analyze-d

regression analysis. The "typical" patient in the study wascharacterized by a relatively high motive to"avoid failure, bya tendency to be vocationally unsuccessful, by employment in anextremely low-prestige job, if employed, and by an increasingprobability of failing as the prestige and difficulty levelsincreased. The hypotheses predicting that the shelteredworkshop experience would affect later job success were notsupported by the findings. The remaining hypotheses were allstatistically significant in the predicted directions.Achievement motivation was more useful in predicting workers'prestige and difficulty levels than it was in predictingemployment or unemployment. Further, workshop participationapparently had no effect on the levels of job success or prestige.However, failure-fearing workshop participants were more likelyto enter employment at a higher piestige level than were non-participants. Vocational autcame for men was more predictablefrom achievement motivation theory than for women, and theresults were significantly attenuated by the inclusion ofnearly 60 percent women in the sample.

Ryals, Kelvin Richard. AN EXPERIMENTAL STUDY OF ACHIEVEMENTMOTIVATION TRAINING AS A FUNCTION OF THE MORAL MATURITY OF TRAINEES.Washington University, 1969. Available from University Microfilms,300 North Zeeb Road, Arffl Arbor, Michigan 48106 (Order No. 70-8073).

The main objective of the paper was to study the effects ofachievement motivation training (AMI) on the academic performanceof a graup of average ability eighth and tenth grade pupils.Twenty-four teachers were given the AMT course and they, in turn,trained 64 eighth grade students and 78 tenth grade students inschool and camp settings (Fally, 1967). Students and teacherswere recruited from three high schools and five intermediateschools located in San Mateo County, California. The AMT courseis designed to teach students to think more like a personhigh in achievement motivation and thus to act like a person highin achievement motivation. Research centered around theachievement motive has indicated that those high in achievementmotivation appear to think frequently about competition withstandards of excellence and related thought categories.Furthermore, when challenged in skill-related tasks a personhigh in achievement motivation takes moderate risks, uses histask-related feedback to improve his performance, and seems towant to feel the responsibility for his actions. The AMT courseas a training course involves a series of competitive activitieswhich give course participants the opportunity to act out andexamine their achievement oriented strivings. The underlyingpremise of the course is that by aiding participants in thinkingmore precisely about achievement, they will transfer thenewly acquired knowledge to their everyday behaviors. The moraljudgment maturity of approximately two-thirds of the eighthgraders was measured. Moral maturity was measured according tothe sophistication with which students reasoned concerningjustice, rights, laws, equity and other concepts included inthe realm of.moral judgments.. .Two _main...bYpotheses were tested._

Tfaining was expected to increase the academic performance oftrained students in comparison to a randomly selected group ofcontrol students. Training was expected to be more effectivein increasing the academic performance of students highest inmoral maturity. Increased academic performance was measuredusing grades in English, social studies, mathematics andstandardized test scores in the areas of science and socialstudies._ Analysis of the students' academic performance thesemester following training (June 1968) indicated that trainedstudents scored significantly higher than did control students(P<:.05) on mathematics grades and science standardized testscores. Analysis of English and social studies grades showedno significant differences hetwecn trained and control students.The social studies standardized test scores showed a significantincrease in academic performance favoring only the eighthgrade students over control students. Analysis of alldependent variable indications of increased academic performancefailed to show support for hypothesis two. The results overallindicate that the training was most effective when carried outin a camp setting as opposed to a school setting. Furthermore,the training effect appeared to be greatest for those studentswho were prone to be interested in constructional activity asopposed to activity more closely related to Verbal ability.The paper offers a thorough description of the AMT course, anda theoretical review of the relation between the achievementmotive and moral jtdgment maturity. Directions for the measure-ment of the achievclent rotive and moral judgment maturity areincluded in the paper.

Shea, Dennis Joseph. THE EFFECTS OF ACHIEVEMENT MOTIVATION TRAININGON MOTIVATIONAL AND BEHAVIORAL VARIABLES. Washington University,1969. Available from University Microfilm, 300 North Zeeb Road,Ann Arbor, Michigan 48106 (Order No. 69-22,558).

The study was designed to assess the effect of achievementmotivation and Origin training on the feelings of personalcontrol and the goal setting behavior of 6th grade children.The training used in this study was administered in a two-stepprocess. Sixth grade teachers were randomly selected and tookpart in a week-long achievement motivation training coursesimilar to the kind given to businessmen in India and theUnited States and to high school underachievers in Boston. Theteachers and the training staff then developed faur classroomunits (each lasting about ten weeks) which were designed toincrease achievement motivation and Origin behavior. The fourunits were: I. Self Evaluation. In this unit the childrenwrote stories around the theme "Who am I?" and discussed thosestories in class; II. Achievement Imagery. In this unit thechildren wrote stories that contained content indicative ofachievement thinking. In addition, they were taught achievementrelated vocabulary; III. Spelling Risk Taking Game, In this unit

the children were taught the value of taking moderate risks(i.e., setting moderately difficult goals) in a spelling bee;IV. Origin Manual. In this unit the children were taught thatif they acted like Origins, i.e., if they took personalresponsibility for their behavior, and if they set realisticgoals and acted to reach those goals, they could be moresuccessful in their endeavors. The subjects in this study were100 males and 100 females randomly selected from the experimental(teachers and students received training) and control (neitherteachers nor students received training) classrooms. All Sswere Negro and were distributed across nine experimental anaseven control classes. The Children's Picture Test (CPT) of theinternal-external control of reinforcement variable wasadministered prior to and following Unit IV (the Origin Manual).The hypothesis that Ss who received Unit IV training would scoremore "internal" (i.e., feel that they were in control of theirfate) and the Ss who were not trained more "external" (i.e.,feel that their fate was controlled by outside forces, luck,etc.) was not confirmed. A risk taking or goal setting measurewas administered at the end of the school year. On the task,Ss could choose to solve arithmetic problems at varying levelsof difficulty, ranging from those that were very easy to thosethat were very difficult . The hypothesis that trained Sswould choose more realistic problems (i.e., levels of difficultythat were closer to their own ability level) than the untrainedSs was supported in the interaction mith the CPT level. Thehypothesis that Ss who scored "internal" on the CPT would choosemore realistic goals was statistically supported. "Externals"tended to choose very difficult problems. This difference wasespecially evident in the untrained group. The "external" Ssin the experimental group behaved like "internals" in that theychose more realistic goals. This finding led to the conclusionthat the training was most effective with the Ss who needed itmost, i.e., those powerless Ss who felt that they could notcontrol their fate. The data indicated that Ss 141100 chose morerealistic problems tended to be more successful in solvingthem. "Internals" used feedback better than "externals" inraising their gOals after success and lowering them afterfailure. Females tended to be more realistic and successfulthan males. Ail relationships between training, goal setting,and the CPT meatsures held only with the first measure of theCPT. No significant relationships were obtained with thesecond measure. The very risky Ss who scored "external" onthe first measure of the CPT tended to score "internal" on thesecond measure. This behavior was interpreted as a furtherindication of their unrealistic behavior and was attributed tothe feeling of powerlessness.

Starr, Howard Allen. AN INVESTIGATION OF THE APPLICATION OFACHIEVEMENT MOTIVATION SEMINARS TO COLLEGE FRESHMEN AS A DEVICE FOROBTAINING GREATER SELECTED TRADITIONAL COLLEGE SUCCESSES DURING THEFRESHMAN YEAR. East Texas State University, 1969. Available fromUniversity/Microfilms, 300 North Zeeb Road, AmAxbor, Michigan 48106(ardet-Nd. -70-11,304). _

The purpose of the study was to seek inforuation about theeffect of Achievement Motivation Seminars freshman orientationas compared with a traditional orientation program for freshmen.The study utilized four traditional -leasures of college successas the criteria for comparison. The four criteria were: (1)

grade point average; (2) transfer and dropout frequency; (3)utilization of counseling center; and (4) involvement in co-curricular activities during the fall 1968 term, the spring1969 term, and the 1968-69 academic year. The investigationwas carried out at Austin College in Sherman, Texas. Out of a1968-69 freshman class of 304 students, the study-utilized 112subjects. These 112 students were distributed on a random basisamong four control groups using the Achievement Mbtivat-onSeminars approach to orientation. The t test with six 4egreesof freedom was used to measure for significance of diff rencebetween grade point averages for the four control and f urexperimental groups. The .05 level of significance wasselected as the point for acceptance or rejection of the nullhypothesis. The chi square test with Yates's correction and onedegree of freedom was used for the remaining three criteria.Again the .05 level of significance was the point selected forrejection or acceptance of the null hypothesis concerning thesecriteria. At the termination of the study the null hypothesiswas accepted for the four criteria of comparison. Nosignificant difference at the .05 level of significance wasfound -When comparing the control groups to the AchievementMotivation Seminars groups based on grade point average,dropout and transfer frequency, involvement in co-curricularactivities and utilization of the counseling facilities on theAustin College campus during the 1968-69 academic year.There was no evidence that either the Achievement MbtivationSeminars or the Basic Decisions orientation program wassuperior when compared on the basis of four traditionalcriteria of successful orientation programs. It could beconcluded that the study as designed showed no significantdifferences at the .05 level of significance for members ofeither the control or experimental groups. The control andexperimental groups showed approximately the same level ofoperation on each of the four selected criteria. It wasrecommended from the study that research concerning the criteriaselected for the comparative study be undertaken. Suchtraditional criteria as selected for the study might berepudiated, in latar research, to more relevant and meaningfulcriteria which could speak more realistically to success orfailure on the college campus of the 1960's and 1970's. Itwas recommended that the leaders of the Achievement MotivationSeminars program be as sophisticated, through appropriateleadership training in the program, with their approach as theleaders of the traditional Basic Decisions approach. Finally,it was recommended that the program as used in 1968-69 at AustinCollege should undergo revision before being used with the1969-70 freshman orientation program.

Journal ArticlesAlfred S. Alschuler. The Effects of Classroom Structure onAchievement Motivation and Academic Performance. EducationalTechnology, August 1969, 9(8), pp19-24.

The author concluded that the school structure is seriouslyat odds with achievement motivation. Taking initiativeand personal responsibility often are dysfunctional. Waysof putting students more "in charge" of their own learningwere denied. The learning process in several classroomswith the cooperation and advice of the teachers wasrestructured and resulted in dramatic increase in theamount students learned.

Breit, Saul. Arousal of Achievement Motivation With CausalAttributions. Psychological Reports, October 1969, 25(2),pp539-542.

Lubetkin, Barry S., and Lubetkin, Arvin I. Achieament Motivationin a Competitive Situation: The Older Female Graduate Student.journal of Clinical Psychology, April 1971, 27(2), pp269-271.

MtClelland, David C. The Role of gducational Technology inDeveloping Achievement Motivation. Educational Technology,October 1969, 9(10), pp7-16.

Essay focusing on how achievement motivation is developed instudents and adults, with some discussion of how variousdimensions of educational technology may contribute to thisdevelopment. Paper written pursuant to contract 0-8-671231-1747with the U.S. Office of Education, under provisions of theCooperative Research Program. (LS)

Mehrabian, Albert. Measures of Achieving Tendency. Educationaland Ps chological Measurement, 1969, 29, pp445-451.

is study provides validational data relating to male andfemale scales of achievement reported by Mehrabian (1968).Revised versions of the scales significantly correlatedwith two other measures of achievement and, as expected, didnot consistently relate to measures of affiliation. Themale scale correlated inversely with measures of neuroticism,test anxiety and dogmatism.

Mukherjee, Bushwa Nath. Some Characteristics of the Aahievement-Oriented Person: linpLications for the Teacher-Learning Process.Education and Science International Journal, Lecember 1969, 3(3),pp209-216.

Tseng, /4.S., and Carter, A. R. Achievement Motivation and Fear ofFailure as Determinants of Vocational Choice, VocationalAspiration and Perception of Vocational Prestige. Journal ofCounseling Psychology, March 1970, 17(2), pp150-156.

The subjects in whom the motive to approach success wasgreater than the motive to avoid failure had significantlymore accurate perceptions of occupational prestige andhigher occupational aspirations than subjects in whom themotive to avoid failure was greater than the motive toapproach success.

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