Motivational
variables and discrepant achievement patterns
A.K. Srivastava |
An
academic motivation inventory with two parts, self concept of academic
ability (Sc) and importance attached to academic achievement (IA),
was administered upon under-, over-, high- and low achievers (UA,
QA, HA & LA), with 150 Ss in each group. Analysis of variance
indicated significant differences (df=3/596; p<.01) between the
groups on Sc, IA and the combined composite scores. The groups scored
in the following order on all these measures-HA, OA, UA & LA.
None of the differences between HA & OA were significant; otherwise
all the inter-group differences were significant. Pearson's r between
Sc & IA, though higher for UA & OA, were significant (p<.01)
for all the groups. The combined composite scores of all the groups
were significantly related (p<.0l ) with their achievement scores,
but insignificantly with their intelligence scores. The findings
were discussed in the light of profiles prepared for successful and
unsuccessful students on the basis of J. W Atkinson's achievement
motivation and F. Heider's balance theories.
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