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Related Experiment Videos

Implicit and self-attributed motives to achieve: two separate but interacting needs.

Joachim C Brunstein1, Günter W Maier

  • 1Department of Psychology, University of Giessen, Giessen, Germany. Joachim.C.Brunstein@psychol.uni-giessen.de

Journal of Personality and Social Psychology
|September 16, 2005
PubMed
Summary

Students' achievement motivation depends on their need to achieve and feedback type. Implicit needs to achieve (n Ach) and self-attributed needs to achieve (san Ach) interact with feedback to influence task engagement and performance.

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Area of Science:

  • Psychology
  • Educational Psychology
  • Motivation Science

Background:

  • Achievement motivation research explores individual differences in the drive to succeed.
  • Understanding how needs to achieve interact with feedback is crucial for educational and performance contexts.

Purpose of the Study:

  • To investigate the combined effects of implicit and self-attributed needs to achieve with different feedback types on student engagement.
  • To examine how these interactions predict task performance and continuation in a mental concentration task.
  • To explore the mediating role of anticipated affective outcomes on achievement motivation.

Main Methods:

  • Three experiments were conducted involving students performing a mental concentration task.
  • Implicit needs to achieve (n Ach) and self-attributed needs to achieve (san Ach) were assessed.

Related Experiment Videos

  • Self-referenced and norm-referenced feedback were manipulated across different task settings (task-focused vs. ego-focused).

    • Main Results:

    • In task-focused settings, task performance was linked to self-referenced feedback and n Ach; task continuation to norm-referenced feedback and san Ach.
    • In ego-focused settings, n Ach and san Ach interacted to predict task performance, but not task continuation.
    • Anticipated affective value of achievement outcomes mediated the influence of n Ach and san Ach on performance.

    Conclusions:

    • Achievement motivation is influenced by a complex interplay between individual achievement needs and the nature of feedback received.
    • A two-system approach to achievement motivation can help explain these nuanced relationships.
    • Educational interventions may benefit from tailoring feedback strategies to students' specific achievement motivation profiles.