Relevant bibliographies by topics / Need of achievement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Need of achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Need of achievement"

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Teevan, R. C., D. Diffenderfer, and N. Greenfeld. "Need for Achievement and Sociometric Status." Psychological Reports 58, no. 2 (April 1986): 446. http://dx.doi.org/10.2466/pr0.1986.58.2.446.

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Heaven, Patrick C. L. "Authoritarianism, Dominance, And Need For Achievement." Australian Journal of Psychology 39, no. 3 (December 1987): 331–37. http://dx.doi.org/10.1080/00049538708259057.

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Shah, Syed Ishfaq Ahmad, and Mahmood Ahmad Khan. "Need Achievement of Parentally Accepted and Rejected Children- A Socio-Psychological Study." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 479–82. http://dx.doi.org/10.15373/2249555x/july2014/152.

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Jha, Sumi. "Need for Growth, Achievement, Power and Affiliation." Global Business Review 11, no. 3 (September 22, 2010): 379–93. http://dx.doi.org/10.1177/097215091001100305.

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Jesson, Rebecca. "Accelerating writing achievement." Set: Research Information for Teachers, no. 2 (August 1, 2013): 63–66. http://dx.doi.org/10.18296/set.0341.

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Q: Our school is in the process of targeting writing achievement for students in Years 1 through to 8. Students in my Years 5 and 6 class who were below or well below the writing standard at the end of their previous year have been targeted as a focus group for improvement. These students need to have their achievement accelerated. What strategies do I need to put in place to ensure that this acceleration can happen? Can this accelerated improvement be sustained over a long period?—Lanie Moore, Years 5/6 homeroom teacher, Reefton Area School A: These questions are among those that teachers and schools grapple with every day. And because they are such important questions, they are difficult questions to answer in the space of a few pages. As you will appreciate, any response will depend on what the students’ individual and collective strengths and needs are. There are, however, a number of general principles that might guide your decision making for these students ...
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Neel, R. G., O. C. S. Tzeng, and C. Baysal. "Need achievement in a cross-culture contact study." Applied Psychology 35, no. 2 (April 1986): 225–28. http://dx.doi.org/10.1111/j.1464-0597.1986.tb00919.x.

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Wu, Sibin, Matthews, and Grace K. Dagher. "Need for achievement, business goals, and entrepreneurial persistence." Management Research News 30, no. 12 (November 6, 2007): 928–41. http://dx.doi.org/10.1108/01409170710833358.

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Sitanggang, Nathanael, Putri Lynna Adelinna Luthan, and Felix Andika Dwiyanto. "The Effect of Google SketchUp and Need for Achievement on the Students’ Learning Achievement of Building Interior Design." International Journal of Emerging Technologies in Learning (iJET) 15, no. 15 (August 14, 2020): 4. http://dx.doi.org/10.3991/ijet.v15i15.12471.

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This study aims to find out the effect of the Google SketchUp application and the need for achievement on students’ learning achievements of building interior design. Quasi-experimental research was conducted at the Vocational High School (VHS) with a 2 x 2 factorial design. The Google SketchUp application was used in the experimental group, while the PowerPoint Slides were used in the control group. The sample consisted of 56 VHS students, study program of modeling design and building information. The instruments used are need for achievement tests and learning achievement tests with reliability coefficients of 0.916 and 0.671. To test the hypothesis using multiple variance analysis techniques and the Tukey test. The results show that the Google SketchUp application is more effective than the PowerPoint in the learning of building interior design. Students who classified with a high need for achievement earn higher learning achievement compared to the lower one. There is an interaction between the Google SketchUp application and the students’ need for achievement. For students who have a high need for motivation, using the Google SketchUp application is more effective than using PowerPoint Slides. On the other side, the students who have a low need for motivation, the use of the Google SketchUp application does not differ significantly compared to the use of PowerPoint Slides. This finding is very useful for vocational teachers as an effort to improve the learning process of building interior design. However, it is also possible that these findings can apply more broadly to student learning in other skills competencies in VHS. These findings contribute to the management of vocational education as an effort to implement VHS revitalization. Furthermore, it also can be used as a consideration by the Head of VHS and decision-makers in the Ministry of Education and Culture.
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Beulahbel Bency, P. B. "Achievement Motivation and Achievement of Higher Secondary Students of Kanyakumari District." Shanlax International Journal of Education 7, no. 4 (September 1, 2019): 56–62. http://dx.doi.org/10.34293/education.v7i4.633.

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Motivation is imperative because it affects our lives every day. Motivation is the innate drive for all of our activities. All of our behaviors, actions, hope, and beliefs are altered by our inner drive to flourish. Our motives for achievement can range from living needs to satisfying creative needs or realizing success in competitive endeavors. These basic physiological motivational drives alter our natural behavior in different environments. Motivation refers to the dynamics of our practice, which involves our needs, desires, and ambitions in life. It can be well-defined as the driving force trailing all the actions of an individual. The influence of an individual’s needs and enjoy both have a substantial impact on the direction of their behavior. It is placed on your feelings and achievement-related goals. There are different forms of motivation, including external, intrinsic, physiological, and achievement motivation. There are also more adverse forms of motivation. Attainment motivation is based on reaching success and achieving all of our desire in life. It has been imagined in many diverse ways. It can be forwarded as the need for progress or the attainment of quality. Individuals will fill their needs through different means and are driven to succeed for varying reasons, both internal and external. Achievement motives include the need for success and the fear of failure. These are the more predominant reasons that direct our behavior towards positive and negative consequences. The goals of the study were to find the levels, to find the significant association of achievement motivation and achievement based on locality, type of management, type of family and monthly income and to see the correlation between Achievement Motivation and Achievement. Survey Method was used for the present study. 300 higher secondary students were accepted by casual sampling technique from the more senior secondary schools of Kanyakumari district. Percentage Analysis, Mean, Standard Deviation, Chi-square, and Correlation were the statistical techniques used. SPSS analyst zed data and the results arrived. Based on the findings, suggestive measures for improvement were provided.
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Musiiaka, Nataliia. "Macro-genesis of a Frustrated Achievement Need as a Personal Determinant of Pupils’ Educational Achievements." Problems of Modern Psychology : Collection of research papers of Kamianets-Podilskyi National Ivan Ohiienko University, G. S. Kostiuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine, no. 45 (June 27, 2019): 296–317. http://dx.doi.org/10.32626/2227-6246.2019-45.296-317.

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Dissertations / Theses on the topic "Need of achievement"

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Bell, Debra Anne. "Types of Home Schools and Need-Support for Achievement Motivation." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214758.

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Educational Psychology
Ph.D.
Along many dimensions, homeschooling is increasing, diversifying, and spreading globally. Yet little is known about the motivational climates and teaching strategies parents have adopted to promote academic achievement and motivation within their homes. Working within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally-occurring types of learning environments created by 457 homeschool parents. Measures of support for autonomy, mastery goal orientation, and conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of need satisfaction, efficacy, student academic engagement, teaching practices and demographics were used to identify significant differences among groups. A five cluster solution best fit the data: a high need support group, low need support group and three groups of mixed need support. In general, the high need and mixed need support groups were associated with higher student engagement, need satisfaction, efficacy for homeschooling and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support group was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (n = 29) reported significantly less need satisfaction and were significantly associated with the low need support group. Taken together, the findings extend self-determination theory to an important, emerging learning context. Results were consistent with findings in SDT research across other domains; thus, lending support to the universality of SDT's main tenets.
Temple University--Theses
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Al-Kahtani, Ali Hussein. "DIFFERENCES BETWEEN SAUDI AND AMERICAN EMPLOYEES IN NEED FOR ACHIEVEMENT, POWER AND AFFILIATION." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275526.

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Shockley, Kristen M. "Uncovering the Missing Link in Flexible Work Arrangement Utilization: An Individual Difference Perspective." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002138.

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Cleavinger, Arthur. "Need for Cognition Scale: A Study of its Psychometric Properties and its Ability to Predict Academic Achievement." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1897.

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The psychometric properties of the Need for Cognition Scale (NCS; Cacioppo & Petty, 1982) were investigated in two studies with independent samples of undergraduates at Western Kentucky University. In the first study (N = 379), the internal consistency and factor structure of the NCS were examined, and the NCS was compared to the Achievement subscale of the Personality Research Form (Jackson, 1974) and the State-Trait Curiosity subscale of the State-Trait Personality Inventory (Speilberger, 1979). Also, the possibility of differences in “need for cognition” attributable to socio-economic status (i.e. the educational attainment of the subjects’ parents) were examined. The second study (N = 72) compared the NCS to the Peabody Picture Vocabulary Test-Revised (PPVT-R; Dunn & Dunn, 1981) and, in addition, investigated the possibility that the NCS could explain variance in American College Test (ACT) scores other than that explained by the PPVT-R alone. The findings indicated that the NCS is a reliable instrument in terms of internal consistency. In factor analyses, one primary and one lesser factor emerged. The first factor was interpreted as representing the enjoyment of thinking, which is consistent with the first factor described in previous factor analytic investigations (i.e. Cacioppo & Petty, 1982; Cacioppo, Petty, Kao, 1984). The weaker factor appeared to represent the “amount” of cognitive activity sought by the individual high in NCog. This factor corresponded to one described by Tanaka, Panter, and Winbourne (1988). The NCS correlated positively and moderately with the Achievement and Curiosity subscales. The analyses of SES differences in NCS scores indicate that there is a main effect for SES; the participants whose parents had fewer years of formal education had higher scores on the NCS. In the second study, the NCS correlated moderately and positively with the PPVT-R; however, the NCS did not account for variance in ACT scores which was significant and unique to that accounted for by PPVT-R scores.
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Porter, Kristen M. "An Exploratory Study of the Need for Cognition in Children and Adolescents." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1290134272.

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Smith, Tiffany N. "A New Perspective on the Work-Family Interface: Linking Achievement Motivation and Work-Family Balance." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/1777.

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The purpose of this study was to identify whether three achievement motivation variables (LGO, GNS, and AO) were positively related to work-family balance, and to investigate plausible interactions between these variables and work-family stressors on balance perceptions. Relationships of these variables to work-family conflict and facilitation outcomes were also analyzed in order to identify differential relationships. Data were collected from 428 individuals through a web-based survey. Results indicated that all three achievement motivation variables were clearly related favorably to work-family balance and facilitation, while only AO was negatively related to conflict. The relationships between schedule flexibility and all work-family outcomes were moderated by both LGO and GNS. The majority of proposed interactive effects between achievement motivation variables and work-family stressors on balance were not significant. However, several interactions were significant when conflict or facilitation served as the criterion measure. Overall, the results provide support for LGO, GNS, and AO as both direct and indirect contributors to work-family balance.
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Venditti, Júnior Rubens. "Auto-eficácia docente e motivação para a realização do(a) professor(a) de Educação Física Adaptada." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274736.

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Orientador: Pedro José Winterstein
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-16T18:05:43Z (GMT). No. of bitstreams: 1 VendittiJunior_Rubens_D.pdf: 5360237 bytes, checksum: 1065586ad11f75963f0b4245489f2201 (MD5) Previous issue date: 2010
Resumo: A auto-eficácia se caracteriza como a convicção nas capacidades individuais de organizar e executar cursos de ação, necessários à realização de determinadas tarefas ou feitos dirigidos a uma meta. Engloba processos auto-perceptivos e avaliativos, que relacionam fatores ambientais, pessoais e comportamentais. Estas correlações podem ser observadas tanto na tríade de determinismo recíproco da Teoria Social Cognitiva (TSC), como na proposta Teoria de Ação de Nitsch, que norteia os estudos em motivação desta obra. Neste trabalho, a auto-eficácia é aplicada na compreensão do controle interno das convicções e percepções que envolvem a prática docente em Educação Física Adaptada (EFA), caracterizada por atender pessoas com necessidades especiais ou em condição de deficiência. O mesmo estudo é a continuação das pesquisas no mestrado, que analisou as crenças de auto-eficácia docente em Educação Física (EF). Nesta pesquisa, aprofundamos os estudos de auto-eficácia docente, selecionando um contexto peculiar de atuação em EF: a EFA. Também buscou-se identificar e investigar as fontes de (in)formação da auto-eficácia docente para este contexto. A problemática se encontra na análise das possíveis contribuições da auto-eficácia e a configuração de suas fontes formadoras na EFA, a motivação para a realização, bem como associações destes constructos com: satisfação, preferência de atuação profissional e disposição para continuidade docente em EF. Por meio de quatro instrumentos, aplicados em 311 profissionais atuantes ou que já tivessem atuado na área de EFA, destacam-se alguns fatores e aspectos relacionados à auto-eficácia docente e motivação profissional. Os resultados obtidos podem evidenciar as associações da auto-eficácia com a questão motivacional do professor, através de sua satisfação pessoal e disposição para continuar na carreira docente, bem como os níveis de esforço e persistência. Ou seja, as associações entre auto-eficácia e motivação docentes podem ser relacionadas às características pessoais (emoções, interesse e satisfação), aspectos sociais e comportamentais. A metodologia, através da Análise Estatística de Variância (ANOVA), Regressão Linear e Análise Multivariada (CLUSTERS associativos), promoveu análises destes parâmetros a respeito de suas capacidades de ensinar. A perspectiva social cognitiva e as propostas de estimulação das fontes de formação da auto-eficácia docente, bem como dos mecanismos auto-reflexivos do professor configuraram-se excelentes referenciais, comuns para as discussões sobre as convicções docentes, formação profissional em EFA e atuação com públicos de pessoas com deficiência em estudo(s) anterior(es) e nesta pesquisa. Os fatores experiência direta e experiência vicariante são as fontes mais potentes de formação de auto-eficácia docente em EFA, apresentando-se também os aspectos fisiológicos e emocionais diferenciais para o contexto da EFA, fato que pode explicar a diferenciação no trato entre professor e aluno com deficiência. Outro aspecto que se destaca é a proposta de Maddux, que determina 06 fontes de constituição da auto-eficácia, isolando o aspecto emocional como uma fonte separada dos aspectos fisiológicos. Este estudo aponta para as possibilidades de na formação se desenvolver a auto-eficácia docente em EF e EFA, através de estratégias de incremento de cada uma das fontes propostas e também permite observar a auto-eficácia como uma importante mediadora no processo motivacional do professor de EFA e do Motivo de Realização, com seus componentes (Nível de Aspiração, Atribuição Causal e Normas de Referência).
Abstract: The self-efficacy construct is characterized as the belief in individual abilities to organize and execute courses of action, necessary to perform certain tasks or feats directed to a goal. It encompasses self-perceived and evaluation procedures that relate environmental, personal and behavioral factors. These correlations can be observed in the reciprocal determinism triad of the Social Cognitive Theory (SCT) and in the Theory of Action proposed by Nitsch, which guides the motivation studies in this research. In this work, self-efficacy is applied in the understanding of the internal control of the beliefs and perceptions that are involved in teaching Adapted Physical Education (APE), characterized for the work with people with special needs or in disability condition. This study it is the continuation of the research done in the master degree, which examined the beliefs of self-efficacy in teaching Physical Education (PE). In this research, we deepen the studies on teacher's self-efficacy, selecting a specific context of work in Physical Education (PE): the Adapted Physical Education (APE). We also sought to identify and investigate the sources of (in) formation of teacher self-efficacy in this context. The problem lies in the analysis of the possible self-efficacy contributions and the configuration of its sources in APE, the achievement motivation, as well as the associations of these constructs with: satisfaction, preference of professional performance and willingness to continue teaching in PE. Using four instruments, applied to 311 professionals that work or have worked in the APE field, some factors and aspects related to teacher's self-efficacy and professional motivation were highlighted. The results obtained show the associations between self-efficacy and the teacher's motivation issue, through its personal satisfaction and willingness to continue in the teaching career, as well as the levels of effort and persistence. That is, the associations between teacher self-efficacy and motivation can be related to personal characteristics (emotions, interest and satisfaction), social and behavioral aspects. The methodology, through the Statistical Variance Analysis (ANOVA), Linear Regression and Multivariate Analysis (associative CLUSTERS), promoted the analysis of these parameters regarding their teaching abilities. The social cognitive perspective and the proposals of stimulation of teacher's self-efficacy sources, as well as the teacher's self-reflective mechanisms configure excellent references, common to debates on teaching beliefs, professional formation in APE and work with persons with disabilities, in previous studies and in this research. The factors direct experience and vicarious experience are the most powerful sources of teacher self-efficacy in APE, presenting also the unique physiological and emotional aspects in the APE context, which may explain the difference in treatment between teacher and student with disabilities. Another aspect that stands out is the Maddux proposal that determines 06 sources for self-efficacy constitution, isolating the emotional aspect as a separate source from the physiological aspects. This study points to the possibilities of developing self-efficacy in teaching PE and APE during graduation through the increment of each one of the proposed sources and it also allows the observation of the self-efficacy as an important mediator in the motivational process of the APE teacher and in the Achievement Motivation, with its components (Level of aspiration, Causal Attribution and Reference Standards).
Doutorado
Educação Fisica e Sociedade
Doutor em Educação Física
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Gregory, Paul J. "Assessing the influence of organizational personality, applicants’ need motivation, expectancy beliefs, and person-organization fit on applicant attraction." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/247.

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This research explored the thesis that organizational personality is related to applicants’ attraction to an organization through a process which involves need motivation, expectancy beliefs, and applicants’ perceptions of person-organization fit. Organizational personality may be defined as a collection of trait-like characteristics that individuals use to describe organizational practices, policies, values, and culture. Specifically, this research investigated the hypothesis that organizational personality information is useful to applicants because it helps individuals to determine their perceptions of fit. A sample of students (N = 198) and working adults (N = 198) participated in an online experiment. Findings indicated that individuals’ beliefs about the instrumentality of desirable work related outcomes are essential to determining their perceptions of fit and organizational attraction. Additionally, organizational personality perceptions interacted with need motivation to affect perceptions of fit and organizational attraction. For instance, perceptions of fit mediated the influence of the interaction between need for achievement and perceptions of innovativeness on organizational attraction. The interaction of need motivation and perceptions of organizational personality helped individuals to better determine their perceptions of fit and subsequent attraction toward organizations.
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Lööf, Sofie. "Syskonplacering, studieresultat och prestationsbehov hos gymnasieelever." Thesis, Växjö University, School of Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2525.

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The aim of this study was to investigate whether there is a correlation between birth order, academic performance and need for achievement. 166 students from Alvesta Gymnasium/ High school and Växjö Fria Gymnasium/ High school participated in the study. The result showed a significant correlation between birth order and study result, but unlike previous studies this study showed that it was the youngest siblings that had the best academic performance. Furthermore, a significant correlation between academic performance and need for achievement was found, also that higher need for achievement results in higher academic performance. The study also showed that there is a significant correlation between birth order and need for achievement, and it is the youngest children that have the highest need for achievement. Finally the study shows, in resemblance with previous studies, that sibship size has a negative effect on study results. Most prominent in this current study was that the number of brothers has a significant negative correlation with study result.


Syftet med denna föreliggande studie är att undersöka huruvida det finns samband mellan syskonplacering, studieresultat och prestationsbehov. 166 elever från Alvesta Gymnasium och Växjö Fria Gymnasium deltog i studien. Resultatet visade ett signifikant samband mellan syskonplacering och studieresultat, men i motsats till tidigare studier visar resultatet av föreliggande studie att yngstabarnen har högst studieresultat. Dessutom påvisades ett signifikant samband mellan studieresultat och prestationsbehov, där högre prestationsbehov leder till högre studieresultat. Slutligen visar studien, i likhet med tidigare forskning, att en stor syskonskara påverkar studieresultaten negativt. Mest framträdande i föreliggande studie är att antal bröder visar sig ha ett signifikant negativt samband med studieresultat.

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Walker, Steven. "Multi-ethnic Students' Adaptation to College as a Function of Motivation, Self-efficacy, Self-esteem, and Ethnic Identity." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1010.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology
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Books on the topic "Need of achievement"

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S, Patten Harry, ed. What kids need to succeed: Four foundations of adult achievement. Williamstown, Mass: Kids MBA, 2004.

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Bromberg, Murray. 601 words you need to know to pass your exam. 3rd ed. Hauppauge, N.Y: Barron's, 1997.

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Julius, Liebb, ed. 601 words you need to know to pass your exam. 4th ed. Hauppauge, N.Y: Barron's, 2005.

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Bromberg, Murray. 601 words you need to know to pass your exam. 2nd ed. New York: Barron's Educational Series, 1989.

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1946-, Levy Norman, Bramson Morris, and Arco Publishing, eds. Everything you need to score high on SAT II, math. 8th ed. New York: Macmillan-USA, 1998.

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Juliana, Fazzone, and Martinson Thomas H, eds. Everything you need to score high on SAT II subject tests. 3rd ed. New York, NY: Macmillan USA, 1998.

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Martin, Lesley Schwartz. Make the grade: Everything you need to study better, stress less, and succeed in school. San Francisco, CA: Zest Books, 2013.

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The one thing you need to know: About great managing, great leading, and sustained individual success. New York: Free Press, 2005.

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Spotlighting the strengths of every single student: Why U.S. schools need a new, strengths-based approach. Santa Barbara, Calif: Praeger, 2011.

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Martinez, Paul. Improving student retention and achievement: What do we know and what do we need to find out?. London: Learning and Skills Development Agency, 2001.

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Book chapters on the topic "Need of achievement"

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Finogenow, Maria. "Need for Achievement." In Encyclopedia of Personality and Individual Differences, 3111–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_537.

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Finogenow, Maria. "Need for Achievement." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_537-1.

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Edgerton, Jason D., and Lance W. Roberts. "Need for Achievement." In Encyclopedia of Quality of Life and Well-Being Research, 4284–87. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1916.

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Davidsson, Per. "Need for Achievement and Entrepreneurial Activity in Small Firms." In Understanding Economic Behaviour, 47–64. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2470-3_4.

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Carayannis, Elias G. "New Business Creation, Entrepreneurial Will and Need of Achievement." In Innovation, Technology, and Knowledge Management, 23–40. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05567-1_3.

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Ledertoug, Mette Marie, and Nanna Paarup. "Engaging Education: The Foundation for Wellbeing and Academic Achievement." In The Palgrave Handbook of Positive Education, 441–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_18.

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AbstractIn a world of educational crisis, students who lack engagement and feel bored at school might not pursue further education when given opportunities to leave school. In the twenty-first century, there is a need for lifelong learners and it is therefore essential to focus on optimising education. How do we support deep learning and application of knowledge? How do we support student motivation for learning? How do we engage students in learning activities? How do we make students thrive in schools and learning activities? This chapter offers possible answers to these questions. The chapter starts by introducing important elements of learning and a framework for optimising education and engaging the students. Next, the PERMA model for optimising wellbeing for students is presented, and finally the two frameworks are combined to create thriving learners by focusing on active, involving, and engaging learning in combination with a focus on wellbeing.
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Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference, 562–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.
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Nilsen, Trude, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig, and Hege Kaarstein. "Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderation." In Equity, Equality and Diversity in the Nordic Model of Education, 173–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_7.

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AbstractEven though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.
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Weigel, Moritz, and Alexander Demissie. "Achieving the SDGs in Africa Through South-South Cooperation on Climate Change with China." In The Palgrave Handbook of Development Cooperation for Achieving the 2030 Agenda, 605–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57938-8_28.

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AbstractClimate change poses a significant threat to socio-economic development in Africa. Achieving the Sustainable Development Goals (SDGs) will not be possible without fostering low-emission development and addressing the adverse impacts of climatic changes on the continent. China has emerged as a key development partner and is increasingly cooperating with African countries on climate change adaptation and mitigation. This chapter looks at the evolution of South-South cooperation on climate change between African countries and China over the past decades. We argue that South-South cooperation with China has a tremendous potential for African countries to realise their climate action priorities, and thus enable the achievement of their SDGs. However, to realise this potential, both sides need a more ambitious and targeted approach.
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"Achievement (Need for)." In Encyclopedia of Personality and Individual Differences, 17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_300026.

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Conference papers on the topic "Need of achievement"

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Laut Hasibuan, Ahamd. "Developing English Based On Model Of Market Need-Oriented To Enhance Students’ Achievement." In 8th International Conference on Multidisciplinary Research 2019. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.03.03.44.

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Sharma, Dheeraj. "EFFECTS OF NEED FOR ACHIEVEMENT ON JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT: EXPLORING THE MODERATING INFLUENCE OF ROLE CLARITY." In Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.11.09.04.

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Widjaya, Oey Hannes, Herlina Budiono, Hendra Wiyanto, and Fransisca Fortunata. "The Effect of Locus of Control, Need for Achievement, Risk Tolerance, and Entrepreneurial Alertness on the Entrepreneurial Intention." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.029.

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Luwes, Nicolaas Johannes, and James Swart. "The relationship between demographics and the academic achievement of engineering students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5206.

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The changing structure of student populations or cohorts over decades’ produces changing academic achievements or results. This may be due to a number of factors, including the school education system, the political system and the sociocultural system. The aim of this paper is to analyse the relationship between student demographics and the academic achievement of undergraduate engineering students over a 15-year period. A longitudinal descriptive study is used to determine the relationships between specific variables that existed between 1998 and 2013. These variables include gender, age and home languages of students that are contrasted to their final grade in a compulsory Design Projects module. Students need to obtain more than 50% to successfully complete this module, with the results indicating greater success for students with an Afrikaans or IsiZulu mother tongue than compared to students with a Sesotho, Setswana or Xhosa mother tongue. Younger students, less than 21 years of age, have a higher pass rate than older students who are more than 24 years of age. Finally, males outnumber females by more than 3:1. However, their final overall pass rates differ by only 3%, suggesting that both genders performed equally well in the Design Projects module. A key recommendation is to provide additional academic support to older students who may be struggling to synthesize knowledge and skills from a wide number of modules
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Aulia, Maulina, and Susi Evanita. "The Influence of Locus of Control, Need for Achievement and Campus Environment on Students’ Entrepreneurship Interest of Universitas Negeri Padang." In 4th Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200305.124.

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Hribar, Nena, and Polona Šprajc. "Doseganje zaposljivosti pri starajoči delovni sili; vloga starosti in doseganje ciljnih usmeritev." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.23.

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The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability.
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Крохичева, Галина, Galina Krohicheva, Юлия Мезенцева, Yuliya Mezentseva, Юлия Топор, and Julia Topor. "THE ESSENCE OF ECONOMIC SECURITY OF HIGHER EDUCATION IN RUSSIA." In Modern problems of an economic safety, accounting and the right in the Russian Federation. AUS PUBLISHERS, 2018. http://dx.doi.org/10.26526/conferencearticle_5c50607e4ac2b6.18308432.

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The article raises an urgent problem for modern Russia – the need to ensure the economic security of higher education in the country. The author reveals the essence of economic security of higher education, identifies and reveals the threats that need to be overcome on the way to the goal - the formation of an innovative economy through the modernization of higher education with the achievement and preservation of a given level of economic security. Attention is paid to the main elements of economic security of higher education, its subsystems and levels.
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Rodgers, C. "Microturbine Cycle Options." In ASME Turbo Expo 2001: Power for Land, Sea, and Air. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/2001-gt-0552.

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The deregulation of electric power and growing emphasis placed on distributed power generation, is establishing the need for a compact thermal energy system capable of providing the total energy needs for a small business. Natural gas fueled microturbines with ultra low emissions can fulfill this need. The results of a study comparing the thermodynamic performances of various cycle options for microturbines in the 50 Kwe range are presented. It was determined that with current state of art component peak performance levels, and metallic materials, a thermal efficiency of 30% was attainable for the recuperated open cycle single shaft microturbine. The challenge to success of the microturbine may not be curtailed by gas turbine component or cycle technology, insomuch as the achievement of low emissions and low cost component manufacturing techniques. If in the future heat engines are to be regulated on net global warming potential, semi-closed cycle gas microturbines with high exhaust flow recirculation may politically penetrate the marketplace.
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Sturgeon, I. L., and J. B. Thomson. "Application of Best Practice Manufacturing Methodologies to Support Achievement of Planned Decommissioning Timescales and Costs." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4625.

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The decommissioning of major nuclear plant facilities will inevitably involve a number of project areas where significant levels of processing and manufacturing tasks are required. Typically this includes key task areas such as: • ILW materials retrievals and handling; • ILW / LLW materials processing and encapsulation; • Contaminated surfaces remediation; • Import of materials at dedicated ILW Stores. All such areas involve a series of high level project stages: 1) Design, install and commission facilities; 2) Operate facilities to complete the project tasks (retrievals, processing etc); 3) Post Operative Clean Out and final removal of plant and buildings. The time periods involved with the second (operational) stages have, in many cases, planned durations that are measured in terms of years rather than months. Variations in achieved performance levels can have a much higher impact on the project completion dates than is often appreciated. Given that material processing operations often constitute key critical path elements of the wider site decommissioning timing plans, it follows that any delays are likely to extend site completion dates and can incur costs at a rate of many millions of pounds per year. This paper outlines the often unforeseen risks inherent in the processing/manufacturing activities in this phase of decommissioning and identifies the typical root causes and issues that contribute to operational losses. This paper holds that many of these risks can be largely anticipated and mitigated in the design stages if an operational perspective is applied with appropriate tools. Since many of the projects involved in decommissioning have singular and challenging engineering requirements there is a heightened need to focus on potential processing issues from the earliest project stages. Therefore project phases from initial concept design right through to successful completion are considered. The text details a range of operational improvement methods and techniques (along with illustrations from specific projects) that are increasingly being adopted to mitigate the risks of significant project delays and overspend in the nuclear sector. Importantly, these tools are underpinned by realistic operational data to guide and support project and engineering decisions. This approach has been effectively deployed in a number of strategically important projects within the current BNFL and BNFL Environmental Services decommissioning programs. This paper argues that despite the levels of general engineering and technical excellence found within the Nuclear Industry, there remains a need to encompass ‘best practice’ methodologies from other industries. Specifically, this paper argues for the increasing adoption of manufacturing improvement methodologies that have been successfully developed in other industries (notably the automotive, pharmaceutical and technology sectors) to promote robust designs that subsequently deliver effective and efficient plants. This paper holds that these techniques can be successfully incorporated into process dependant decommissioning projects, and that, without utilisation of such methods, the taxpayers of countries participating in these programmes are unlikely to get value for money.
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Shergadwala, Murtuza, Ilias Bilionis, and Jitesh H. Panchal. "Students As Sequential Decision-Makers: Quantifying the Impact of Problem Knowledge and Process Deviation on the Achievement of Their Design Problem Objective." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85537.

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Factors such as a student’s knowledge of the design problem and their deviation from a design process impact the achievement of their design problem objective. Typically, an instructor provides students with qualitative assessments of such factors. To provide accurate assessments, there is a need to quantify the impact of such factors in a design process. Moreover, design processes are iterative in nature. Therefore, the research question addressed in this study is, How can we quantify the impact of a student’s problem knowledge and their deviation from a design process, on the achievement of their design problem objective, in successive design iterations? We illustrate an approach in the context of a decision-making scenario. In the scenario, a student makes sequential decisions to optimize a mathematically unknown design objective with given constraints. Consequently, we utilize a decision-making model to abstract their design process. Their problem knowledge is quantified as their belief about the feasibility of the design space via a probability distribution. Their deviation from the decision-making model is quantified by introducing uncertainty in the model. We simulate cases where they have a combination of high (or low) knowledge of the design problem and high (or low) deviation in their design process. The results of our simulation study indicate that if students have a high (low) deviation from the modeled design process then we cannot (can) infer their knowledge of the design problem based on their problem objective achievement.
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Reports on the topic "Need of achievement"

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Шпинев, Ю. С. Давид Рикардо об инвестициях. DOI CODE, 2020. http://dx.doi.org/10.18411/1311-1972-2020-00024.

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The article examines the views of one of the founders of classical economics, David Ricardo, on the issues of investment, capital and profit. The need for this study is caused by the lack of a single definition of investment in the regulatory acts of investment legislation, as well as in the scientific community. Thus, there is a problem of regulatory regulation of one of the most important concepts of the economy. Given that the concepts of investment, capital, and capital investment are primarily economic categories, it seems quite reasonable to consider the emergence and development of these concepts in the retrospect of economic theories, in order to understand the essence of the phenomenon and finally solve the issue of its legal regulation. The scientific novelty of the study is that despite a large number of works on the work of David Ricardo «The Beginnings of Political Economy and Taxation», no special work was carried out on the contribution of the great economist to the theory of investment. Conclusions. The main achievements of Ricardo in the field of capital and investment include the author's definitions of capital, free capital, the creation of a theory of comparative advantages of trade, the division of capital into fixed and circulating capital depending on strength, as well as the description of the reasons that stimulate and hinder foreign investment.
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Corlin Christensen, Rasmus, Martin Hearson, and Tovony Randriamanalina. At the Table, Off the Menu? Assessing the Participation of Lower-Income Countries in Global Tax Negotiations. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/ictd.2020.004.

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Since 2013, the formal structure of global corporate tax policymaking at the OECD has changed. Decisions are no longer made by 37 OECD members, but by 137 countries from all regions and levels of development through the ‘Inclusive Framework’ (IF). Official documentation emphasises that all countries participate on an ‘equal footing’, but some participants and observers have emphasised that developing countries in particular face practical obstacles that lead to unequal participation in practice. In this paper, we assess these claims, drawing primarily on 48 interviews with negotiators, policymakers and stakeholders involved in global tax discussions. We find that the explosion in formal membership has not in itself led to the step-change in developing country influence that the raw numbers imply. This is because of a combination of structural obstacles that are not unique to the IF, and some challenging aspects of the OECD’s way of working. Yet, lower-income countries have made some modest achievements to date, and there are signs of incremental progress towards a more effective presence. We develop a typology of mechanisms through which successes have been achieved: association with the efforts of more powerful states, anticipation of lower-income countries’ needs by the OECD secretariat and others, collaboration to form more powerful coalitions, and the emergence of expert negotiators with individual authority.
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Nolan, Brian, Brenda Gannon, Richard Layte, Dorothy Watson, Christopher T. Whelan, and James Williams. Monitoring Poverty Trends in Ireland: Results from the 2000 Living in Ireland survey. ESRI, July 2002. http://dx.doi.org/10.26504/prs45.

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This study is the latest in a series monitoring the evolution of poverty, based on data gathered by The ESRI in the Living in Ireland Surveys since 1994. These have allowed progress towards achieving the targets set out in the National Anti Poverty Strategy since 1997 to be assessed. The present study provides an updated picture using results from the 2000 round of the Living in Ireland survey. The numbers interviewed in the 2000 Living in Ireland survey were enhanced substantially, to compensate for attrition in the panel survey since it commenced in 1994. Individual interviews were conducted with 8,056 respondents. Relative income poverty lines do not on their own provide a satisfactory measure of exclusion due to lack of resources, but do nonetheless produce important key indicators of medium to long-term background trends. The numbers falling below relative income poverty lines were most often higher in 2000 than in 1997 or 1994. The income gap for those falling below these thresholds also increased. By contrast, the percentage of persons falling below income lines indexed only to prices (rather than average income) since 1994 or 1997 fell sharply, reflecting the pronounced real income growth throughout the distribution between then and 2000. This contrast points to the fundamental factors at work over this highly unusual period: unemployment fell very sharply and substantial real income growth was seen throughout the distribution, including social welfare payments, but these lagged behind income from work and property so social welfare recipients were more likely to fall below thresholds linked to average income. The study shows an increasing probability of falling below key relative income thresholds for single person households, those affected by illness or disability, and for those who are aged 65 or over - many of whom rely on social welfare support. Those in households where the reference person is unemployed still face a relatively high risk of falling below the income thresholds but continue to decline as a proportion of all those below the lines. Women face a higher risk of falling below those lines than men, but this gap was marked among the elderly. The study shows a marked decline in deprivation levels across different household types. As a result consistent poverty, that is the numbers both below relative income poverty lines and experiencing basic deprivation, also declined sharply. Those living in households comprising one adult with children continue to face a particularly high risk of consistent poverty, followed by those in families with two adults and four or more children. The percentage of adults in households below 70 per cent of median income and experiencing basic deprivation was seen to have fallen from 9 per cent in 1997 to about 4 per cent, while the percentage of children in such households fell from 15 per cent to 8 per cent. Women aged 65 or over faced a significantly higher risk of consistent poverty than men of that age. Up to 2000, the set of eight basic deprivation items included in the measure of consistent poverty were unchanged, so it was important to assess whether they were still capturing what would be widely seen as generalised deprivation. Factor analysis suggested that the structuring of deprivation items into the different dimensions has remained remarkably stable over time. Combining low income with the original set of basic deprivation indicators did still appear to identify a set of households experiencing generalised deprivation as a result of prolonged constraints in terms of command over resources, and distinguished from those experiencing other types of deprivation. However, on its own this does not tell the whole story - like purely relative income measures - nor does it necessarily remain the most appropriate set of indicators looking forward. Finally, it is argued that it would now be appropriate to expand the range of monitoring tools to include alternative poverty measures incorporating income and deprivation. Levels of deprivation for some of the items included in the original basic set were so low by 2000 that further progress will be difficult to capture empirically. This represents a remarkable achievement in a short space of time, but poverty is invariably reconstituted in terms of new and emerging social needs in a context of higher societal living standards and expectations. An alternative set of basic deprivation indicators and measure of consistent poverty is presented, which would be more likely to capture key trends over the next number of years. This has implications for the approach adopted in monitoring the National Anti-Poverty Strategy. Monitoring over the period to 2007 should take a broader focus than the consistent poverty measure as constructed to date, with attention also paid to both relative income and to consistent poverty with the amended set of indicators identified here.
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