Journal articles: '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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Schüler, Julia, Mirko Wegner, and Beat Knechtle. "Implicit Motives and Basic Need Satisfaction in Extreme Endurance Sports." Journal of Sport and Exercise Psychology 36, no. 3 (June 2014): 293–302. http://dx.doi.org/10.1123/jsep.2013-0191.

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Previous research has shown that the effects of basic psychological needs on the flow experience in sports are moderated by implicit motives. However, so far, only leisure and health-oriented sports have been analyzed. In a pilot study and a main study (N = 29, 93), we tested whether the implicit achievement and affiliation motives interact with the need for competence and the need for social relatedness satisfaction, respectively, to predict flow experience and well-being in extreme endurance athletes. Results showed that highly achievement-motivated individuals benefited more from the need for competence satisfaction in terms of flow than individuals with a low achievement motive did. In addition, highly affiliation-motivated individuals whose need for social relatedness is satisfied reported higher positive affect and lower exercise addiction scores than athletes with a low motive. We discuss the differential effects of the interplay between the achievement and affiliation motives and basic needs on different outcome variables.

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Chusmir, Leonard H., and Ana Azevedo. "Motivation Needs of Sampled Fortune-500 Ceos: Relations to Organization Outcomes." Perceptual and Motor Skills 75, no. 2 (October 1992): 595–612. http://dx.doi.org/10.2466/pms.1992.75.2.595.

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Motive scores (needs for Achievement, Affiliation, and Power) of the chief executive officers of the nation's 50 largest industrial firms were determined using content analysis of letters to stockholders contained in the firms' annual reports. The scoring method was a modification of the standard TAT scoring procedure. Results showed chat chief executive officers' high need Achievement was correlated with relative growth in sales, while high need Power was correlated with relative growth in profits. Effects of need Achievement and need Power also were examined for return on equity and return on sales. Implications are discussed.

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Maria Zaman and Shazia Qayyum. "Self-Efficacy, Need for Achievement and Machiavellianism in Public Sector Employees." International Journal of Entrepreneurial Research 3, no. 1 (February 29, 2020): 27–32. http://dx.doi.org/10.31580/ijer.v3i1.1354.

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The present study was conducted to examine the relationship between self-efficacy, need for achievement and Machiavellianism in public sector employees. It was hypothesized that there is likely to be a relationships in self-efficacy, need for achievement and Machiavellianism in public sector employees. It was hypothesized that self-efficacy and need for achievement likely to predict the Machiavellianism. The sample size of was (N=200) males selected from different public sector department of Lahore using the purposive sampling. The data was collected using New Generalized Self-efficacy Scale (Gully & Chen, 2001), Need for Achievement Scale (Jackson, 1974) and Mach IV scale (1970). Results revealed that the significant positive relationship between self efficacy, need for achievement and Machiavellianism. And self efficacy was the positive significant predictor of the Machiavellianism and need for achievement was the negative predictor of Machiavellianism. The present study helps to understand the predictors of Machiavellianism and that could help to eradicate this manipulation and deceptive behavior and could be used for improve interventions.

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Maria Zaman and Shazia Qayyum. "Self-Efficacy, Need for Achievement and Machiavellianism in Public Sector Employees." International Journal of Entrepreneurial Research 3, no. 3 (August 21, 2020): 61–67. http://dx.doi.org/10.31580/ijer.v3i3.1506.

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The present study was conducted to examine the relationship between self-efficacy, need for achievement and Machiavellianism in public sector employees. It was hypothesized that there is likely to be a relationships in self-efficacy, need for achievement and Machiavellianism in public sector employees. It was hypothesized that self-efficacy and need for achievement likely to predict the Machiavellianism. The sample size of was (N=200) males selected from different public sector department of Lahore using the purposive sampling. The data was collected using New Generalized Self-efficacy Scale (Gully & Chen, 2001), Need for Achievement Scale (Jackson, 1974) and Mach IV scale (1970). Results revealed that the significant positive relationship between self efficacy, need for achievement and Machiavellianism. And self efficacy was the positive significant predictor of the Machiavellianism and need for achievement was the negative predictor of Machiavellianism. The present study helps to understand the predictors of Machiavellianism and that could help to eradicate this manipulation and deceptive behavior and could be used for improve interventions.

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Werdhiastutie, Any, Fendy Suhariadi, and Sri Gunani Partiwi. "Achievement Motivation as Antecedents of Quality Improvement of Organizational Human Resources." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 2 (May 8, 2020): 747–52. http://dx.doi.org/10.33258/birci.v3i2.886.

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Achievement motivation is closely related to success and success or individual spirit in achieving a goal or success. David McClelland is famous for the theory of the need to achieve achievement that states that motivation varies, according to the strength of one's need for achievement. Motivation of work is a strong desire for humans to do a job related to the goals and needs to be achieved. Achievement motivation should also be designed according to the strategy model. Analysis of achievement motivation will lead to the form of evaluation on human resources and other potentials owned by the organization appropriately. Achievement motivation is intended to encourage the elements of improvement that will be applied and evaluated as the stage of improving the quality of human resources organization. Individual needs are met able to improve performance. Individuals in this study are motivated on the basis of achievement to be achieved based on the needs of each individual. Achievement motivation implanted in work system according to individual needs and desires is found able to produce greater individual performance improvement

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Allen Senguo, Emmanuel, and Onesto Ozias Ilomo. "Effect of School Management on Students’ Perceived Academic Achievement among Seventh-Day Adventist Secondary Schools in North-East Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 27, 2020): 105–10. http://dx.doi.org/10.46606/eajess2020v01i03.0048.

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This study investigated the effect of school management on students’ perceived academic achievement among Seventh- day Adventist secondary schools in in North-East Tanzania. The study employed survey research design, whereby a self-administered questionnaire was distributed to 311 randomly selected students and their responses were analyzed through the Statistical Package for Social Sciences. The study established that school management was effective in planning, motivating and encouraging students to work hard toward maximized academic achievement. However, the school management was perceived ineffective in accepting ideas from students and involving parents in decision making. Students were satisfied with their academic achievement and believed that their academic competence keeps increasing from day to day but were undecided whether teachers and parents are satisfied with their academic achievement. Finally, students’ academic achievement is positively influenced by effective school management. Based on the conclusions, the researchers recommended that, while school management is effective in planning, motivating and encouraging students to work hard toward maximized achievement, the school leaders need to improve on acceptance of constructive ideas from students and involving parents in decision making processes. While students were satisfied with their academic achievement and they were undecided whether teachers and parents are satisfied with their academic achievements, there is a need to enhance the interaction between students and their parents and teachers for them to grasp how parents and teachers perceive their academic achievement. Finally, while students’ academic achievement is positively influenced be effective school management, there is need for school leaders to improve their managerial practices which will enhance the level of academic achievement by students in the respective schools.

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Chen, Shouming, Xuemei Su, and Sibin Wu. "Need for Achievement, Education, and Entrepreneurial Risk-Taking Behavior." Social Behavior and Personality: an international journal 40, no. 8 (September 1, 2012): 1311–18. http://dx.doi.org/10.2224/sbp.2012.40.8.1311.

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We examined which factors lead to entrepreneurial risk-taking behavior, using the 2 tests of entrepreneurial behavior theory (desirability and feasibility) to investigate how need for achievement and education interact to influence risk-taking propensity. Using data collected from 230 nascent entrepreneurs in a mid-western state in the USA, we tested 2 hypotheses and found empirical evidence to support the 2 tests theory. The results showed that entrepreneurs with high need for achievement and who had received higher education were more willing to take risks than were entrepreneurs with low need for achievement and who had not received higher education. Research implications and limitations are discussed.

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Lobel, Thalma E., and Janine Bempechat. "Socialization of achievement: Influence of mothers' need for approval on children's achievement cognitions and behavior." Journal of Educational Psychology 84, no. 4 (December 1992): 529–36. http://dx.doi.org/10.1037/0022-0663.84.4.529.

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Schroth, Marvin L., and David F. Andrew. "Study of Need-Achievement Motivation among Hawaiian College Students." Perceptual and Motor Skills 64, no. 3_suppl (June 1987): 1261–62. http://dx.doi.org/10.2466/pms.1987.64.3c.1261.

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The Work and Family Orientation Questionnaire was administered to 294 Hawaiian college students to measure need achievement. Norms were set up for both sexes on all three subscales. Men scored higher on the Competitiveness Scale whereas women had higher Work dimension scores. No differences were found on the Mastery Scale.

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Kulm, Gerald. "The Achievement Gap-Do We Need a New Strategy?" School Science and Mathematics 107, no. 7 (November 2007): 267–68. http://dx.doi.org/10.1111/j.1949-8594.2007.tb17786.x.

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Nathawat, S. S., Ram Singh, and Bhim Singh. "The Effect of Need for Achievement on Attributional Style." Journal of Social Psychology 137, no. 1 (February 1, 1997): 55–62. http://dx.doi.org/10.1080/00224549709595413.

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Nguyen, Holly, and Martin Bouchard. "Need, Connections, or Competence? Criminal Achievement among Adolescent Offenders." Justice Quarterly 30, no. 1 (February 2013): 44–83. http://dx.doi.org/10.1080/07418825.2011.589398.

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Unger, Jens M., Andreas Rauch, Sophie E. Weis, and Michael Frese. "Biology (prenatal testosterone), psychology (achievement need) and entrepreneurial impact." Journal of Business Venturing Insights 4 (December 2015): 1–5. http://dx.doi.org/10.1016/j.jbvi.2015.05.001.

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Schroth, Marvin L., and Elissa Lund. "Relationships between need achievement, sensation seeking and cognitive performance." Personality and Individual Differences 16, no. 6 (June 1994): 861–67. http://dx.doi.org/10.1016/0191-8869(94)90230-5.

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King, Ronnel B., and David A. Watkins. "“Socializing” Achievement Goal Theory: The Need for Social Goals." Psychological Studies 57, no. 1 (December 23, 2011): 112–16. http://dx.doi.org/10.1007/s12646-011-0140-8.

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Singh, Dr Kuldeep, and Dr Mahabir Singh. "Relationship of Need for Achievement with Performance of Volleyball Players at Various Levels of Participation." Indian Journal of Applied Research 3, no. 8 (October 1, 2011): 17–19. http://dx.doi.org/10.15373/2249555x/aug2013/199.

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Riipinen, Markku. "Extrinsic Occupational Needs and the Relationship Between Need for Achievement and Locus of Control." Journal of Psychology 128, no. 5 (September 1994): 577–87. http://dx.doi.org/10.1080/00223980.1994.9914915.

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Schüler, Julia, Kennon M. Sheldon, and Stephanie M. Fröhlich. "Implicit need for achievement moderates the relationship between competence need satisfaction and subsequent motivation." Journal of Research in Personality 44, no. 1 (February 2010): 1–12. http://dx.doi.org/10.1016/j.jrp.2009.09.002.

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Handrito, Radityo Putro, Hendrik Slabbinck, and Johanna Vanderstraeten. "Enjoying or refraining from risk? The impact of implicit need for achievement and risk perception on SME internationalization." Cross Cultural & Strategic Management 27, no. 3 (May 21, 2020): 317–42. http://dx.doi.org/10.1108/ccsm-03-2019-0068.

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PurposeThis study aims to explore how an entrepreneur's implicit need for achievement and risk reception contribute to internationalization performance.Design/methodology/approachThis study involves 176 Indonesian entrepreneurs. The authors use the Operant Motive Test to assess the entrepreneur's implicit needs and apply hierarchical Tobit regression to assess the interplay between implicit need for achievement, risk perception and internationalization.FindingsThe authors show that an entrepreneur's basic needs and risk perception play an essential role in SME internationalization. More specifically, the authors reveal a positive association between the entrepreneur's need for achievement and small and medium enterprises (SME) internationalization. They also show a U-shaped relationship for the moderation effect of risk perception on this relationship. That is, for a high need for achievement-motivated entrepreneur, the level of internationalization is at the highest when risk perception is either very low or very high.Originality/valueIn this study, the authors argue that analyses at the entrepreneur's individual level are indispensable to better understand firm internationalization. The authors argue that the role of psycho-cognitive characteristics of individuals (such as motivational dispositions) received too little attention, compared to factors at the firm or environmental level. This study examines such personality aspects and finds that implicit need for achievement and risk perception impact SME internationalization.

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Preckel, Franzis. "Assessing Need for Cognition in Early Adolescence." European Journal of Psychological Assessment 30, no. 1 (May 1, 2014): 65–72. http://dx.doi.org/10.1027/1015-5759/a000170.

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Need for cognition (NFC) refers to “the (enduring) tendency for an individual to engage in and enjoy effortful analytic activity” ( Cacioppo & Petty, 1982, p. 116 ). Yet, NFC has predominantly been assessed in adults. I present a 19-item German NFC scale for children of 10 years and older. 745 secondary-school students were assessed three times in grades 5 and 6 with measures of NFC, intelligence, achievement, and motivational variables. The scale showed good psychometric properties, validity, and suitability for longitudinal research. Confirmatory factor analyses supported a one-dimensional conceptualization of NFC and the need for method factors for the effects of item wording, which were systematically related to students’ ability, achievement, and motivation.

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Agustina, Tri Siwi, and Dea Sawitri Fauzia. "The Need For Achievement, Risk-Taking Propensity, And Entrepreneurial Intention Of The Generation Z." Risenologi 6, no. 1 (April 30, 2021): 96–106. http://dx.doi.org/10.47028/j.risenologi.2021.61.161.

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Entrepreneurial intention is affected by various factors, namely the need for achievement and risk-taking propensity. This study aims to fill a research gap regarding numerous previous studies about Student Entrepreneurship Program (PMW). However, there has not been a study that involved the need for achievement and risk-taking propensity by mediating entrepreneurial attitudes as a form entrepreneurial intention among the Generation Z of PMW participants. The research approach is quantitative by distributing questionnaires to 61 Generation Z who were the participants of PMW 2020. Hypothesis tests were carried out by the Path Analysis. The results of this study indicated that: the need for achievement and the risk-taking propensity was proven to positively influence entrepreneurial intentions; however, the entrepreneurial attitude was not proven to mediate the influence of the need for achievement on entrepreneurial intentions; as well as the entrepreneurial attitude was not proven to mediate the influence of the need for achievement on entrepreneurial intentions.

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ALLEN, JEFFERY. "NEED FOR ACHIEVEMENT AND PERFORMANCE ON MEASURES OF BEHAVIORAL FLUENCY." Psychological Reports 71, no. 6 (1992): 471. http://dx.doi.org/10.2466/pr0.71.6.471-478.

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Lobel, Thalma E., and Janine Bempechat. "Children's need for approval and achievement motivation: An interactional approach." European Journal of Personality 7, no. 1 (March 1993): 37–46. http://dx.doi.org/10.1002/per.2410070104.

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This study examined the effects of children's need for approval (nApp) and a situational variable‐frequency of expectancy statements‐on children's achievement cognitions and behaviour. We replicated the Dweck and Gilliard (1975) paradigm, but also mea sured children's nApp. Ninety fifth grade boys and girls stated expectancies either prior to each trial, prior to the first and last trials, or prior to the last trial only. We found that although high and low nApp children lowered their expectancies after failure, high nApp children lowered them less than low nApp children. In contrast, persistence was influenced only by the frequency of expectancy statements and not by children's nApp. The results are discussed in the context of the interactional point of view in personality psychology.

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Khan, Mohammad Saud, Robert J. Breitenecker, and Erich J. Schwarz. "Need for Achievement Diversity and Relationship Conflicts in Entrepreneurial Teams." Academy of Management Proceedings 2014, no. 1 (January 2014): 13610. http://dx.doi.org/10.5465/ambpp.2014.13610abstract.

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Carraher, Shawn M., Jason K. Buchanan, and George Puia. "Entrepreneurial Need for Achievement in China, Latvia, and the USA." Baltic Journal of Management 5, no. 3 (September 14, 2010): 378–96. http://dx.doi.org/10.1108/17465261011079767.

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Schroth, Marvin L., and William A. McCormack. "Sensation Seeking and Need for Achievement Among Study-Abroad Students." Journal of Social Psychology 140, no. 4 (August 2000): 533–35. http://dx.doi.org/10.1080/00224540009600492.

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Los, Marinus. "IRI Achievement Award Address: Researchers Need Freedom to Pursue Anomalies." Research-Technology Management 38, no. 3 (May 1995): 29–31. http://dx.doi.org/10.1080/08956308.1995.11674265.

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Allen, Jeffery, Paul Blanton, Douglas Johnson-Greene, Candice Murphy-Farmer, and Alan Gross. "Need for Achievement and Performance on Measures of Behavioral Fluency." Psychological Reports 71, no. 2 (October 1992): 471–78. http://dx.doi.org/10.2466/pr0.1992.71.2.471.

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This investigation was designed to assess the relationship between a validated personality characteristic, need for achievement (nAch), and performance on measures of behavioral fluency. To infer this relationship, 50 neurologically intact college undergraduates were administered a questionnaire assessing nAch and a battery of tests including a short form of the WAIS and measures of behavioral fluency (i.e., verbal fluency). Statistical analysis indicated that subjects high on nAch obtained higher scores than subjects low on nAch on the measures of figural fluency and the WAIS Verbal Scale. No significant difference on verbal fluency was seen between the two groups. Secondly, the group high on nAch also had a higher mean Verbal IQ but not a higher mean Performance IQ as measured by a short form of the WAIS than did subjects scoring low on nAch.

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Chung, Kab-Doo. "An Empirical Analysis on Need for Achievement-Organizational Culture Fit." Northeast Asia Tourism Research 15, no. 3 (August 30, 2019): 1–28. http://dx.doi.org/10.35173/natr.15.3.1.

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Sugianto, La Ode, Titis Purwaningrum, and Siti Chamidah. "The Effect of Interpersonal Trust and Need of Achievement on the Lecturers’ Performance (Study at Universitas Muhammadiyah Ponorogo)." Ekuilibrium : Jurnal Ilmiah Bidang Ilmu Ekonomi 15, no. 2 (September 1, 2020): 188. http://dx.doi.org/10.24269/ekuilibrium.v15i2.2821.

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The study describes the effect of interpersonal trust and need of achievement on the performance of lecturers at Muhammadiyah University of Ponorogo. The results of the path analysis or hypothesis testing show that the effect of interpersonal trust on the lecturers’ performance is 66.8% and the increasing need of achievement also improve the performance of the lecturers at University Muhammadiyah of Ponorogo where the results of the path analysis of need of achievement towards the performance of the lecturers is 8.3%. Even though the variable need of achievement has not significantly affected the performance of the Muhammadiyah University of Ponorogo lecturers which is constructed with indicators of working hard, like challenging work, and setting goals. In addition, the contribution of Interpersonal trust and need of achievement to performance was 53.4%. Therefore it can be concluded that the performance variable is explained by Interpersonal trust and need of achievement is 53.4% while the rest is influenced by other variables which not included in this study.

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Teevan, Richard C., Thomas E. Heinzen, and W. Ross Hartsough. "Personality Correlates between Need for Achievement and Subscales of the F-Scale of Authoritarianism." Psychological Reports 62, no. 3 (June 1988): 959–61. http://dx.doi.org/10.2466/pr0.1988.62.3.959.

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One section of data collected from an earlier, more complex experiment is examined to test the proposition that the achievement motive predicts authoritarian behavior. Particular subscales of the F-scale correlated differentially for 22 men and 30 women with the need for achievement, supporting the notion that authoritarianism may result, in part, from an individual with a high need for achievement.

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Lowe, Roland C., and Michaela Wilczynski. "A Cross-Cultural Study of Need for Achievement in Italian and American Children." Psychological Reports 75, no. 1 (August 1994): 590. http://dx.doi.org/10.2466/pr0.1994.75.1.590.

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Primandaru, Noormalita. "ANALISIS FAKTOR-FAKTOR YANG BERPENGARUH PADA MINAT BERWIRAUSAHA MAHASISWA." Jurnal Economia 13, no. 1 (April 1, 2017): 68. http://dx.doi.org/10.21831/economia.v13i1.13276.

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Abstrak: Analisis Faktor-Faktor yang Berpengaruh pada Minat Berwirausaha Mahasiswa. Salah satu alternatif untuk memecahkan masalah pengangguran adalah dengan memberdayakan kelompok terdidik melalui program kewirausahaan di perguruan tinggi yang diharapkan mampu berkontribusi dalam penyerapan tenaga kerja sehingga mengurangi pengangguran dan beban negara. Penelitian ini menguji model yang bertujuan untuk mengetahui pengaruh internal locus of control, social support dan need for achievement terhadap minat berwirausaha pada mahasiswa. Penelitian ini termasuk dalam kategori penelitian cross-sectional. Hasil penelitian menunjukkan bahwa terdapat pengaruh internal locus of control dan social support pada minat berwirausaha mahasiswa, terdapat pengaruh internal locus of control terhadap need for achievement mahasiswa, tidak terdapat pengaruh social support pada need for achievement dan yang terakhir terdapat pengaruh need for achievement terhadap minat berwirausaha mahasiswa. Kata kunci: internal locus of control, social support, need for achievement, entrepreneurial intention Abstract: The Factors Affecting the Entrepreneurial Intention of College Students. The alternative to solve an unemployment problem is to empower the educated person through entrepreneurship programs at colleges that are expected to contribute to employment, thereby reducing unemployment and the burden on the state. This study tested a model that aims to determine the influence of internal locus of control, social support and the need for achievement against in entrepreneurial intention of the student. This study was a cross-sectional. The results show a significant relationship between internal locus of control and social support to the entrepreneurial intention of students. There is a significant relationship between internal locus of control and the need for achievement of students. There is an insignificant relationship between social support and the need for achievement and the last there is a significant relationship between need for achievement and entrepreneurial intention of students. Keywords: internal locus of control, social support, need for achievement, entrepreneurial intention

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Coye, R. W. "Characteristics of Participants and Nonparticipants in Experimental Research." Psychological Reports 56, no. 1 (February 1985): 19–25. http://dx.doi.org/10.2466/pr0.1985.56.1.19.

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Characteristics of students who volunteered to participate in a laboratory experiment on group performance were compared with those of students who did not elect to participate. Subjects were 113 undergraduate students (65 men, 48 women; median age 23 yr.). There were no significant differences for the total sample between the participants and nonparticipants on locus of control, need for achievement, need for affiliation, age, or sex. Participation was, however, related to academic major, and male participants had higher need for achievement than male nonparticipants. Also, comparison of male and female subsamples with published national means indicated significant differences on need for achievement and need for affiliation. Male and female nonparticipants were higher than national means on need for achievement and lower than national means on need for affiliation. Need for achievement of male nonparticipants was lower than national means. Issues associated with volunteer bias are discussed and cautions raised.

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Vasic, Aleksandar. "Need for cognition and academic motivation as predictors of students’ achievement." Zbornik Instituta za pedagoska istrazivanja 51, no. 2 (2019): 461–506. http://dx.doi.org/10.2298/zipi1902461v.

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According to the self-determination theory, behind the variety of motivation, there are just three (un)satisfied needs - for relatedness, competence and autonomy. There are also good theoretical and empirical reasons to assume that intrinsic motivation is, to a large extent, based on the need for cognition. In order to test incremental validity and mediating effects of intrinsic motivation and the need for cognition on academic achievement, many analyses of data from a previous investigation are performed. The data are generated applying the Scale of Academic Motivation for Students (SAM-SI) and the shortened Scale of the Need for Cognition (NFCS-S). The sample comprises 364 students of both gender (59% females), aged from 18 to 35 (M=20.05; SD=1.52). The predictors in hierarchical multiple regression analyses were some sociodemographic characteristics, the need for cognition and academic motivation, and the criteria, satisfaction with academic achievement and aspiration. Three complete structural models are tested through structural equation modelling. As significant predictors of achievement and aspiration, intrinsic motivation, amotivation and the need for cognition have been singled out. The results also indicate a significant mediating effect of intrinsic motivation via the need for cognition on academic achievement which contradicts the basic tenet of self-determination theory.

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김수연 and 조한익. "The Relationship between Achievement Goal Orientation, Basic Need Satisfaction, Academic Achievement, and Adjustment of Teachers’ College Students." Korean Journal of School Psychology 10, no. 2 (August 2013): 307–28. http://dx.doi.org/10.16983/kjsp.2013.10.2.307.

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Singh, Dr Mahabir Singh, and Dr Kuldeep Singh. "Relationship of Intelligence and Need for Achievement with Performance of Volleyball Players at Various Levels of Participation." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 437–39. http://dx.doi.org/10.15373/2249555x/nov2013/140.

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Baruch, Yehuda, Mark Fenton O'Creevy, Patricia Hind, and Eran Vigoda-Gadot. "PROSOCIAL BEHAVIOR AND JOB PERFORMANCE: DOES THE NEED FOR CONTROL AND THE NEED FOR ACHIEVEMENT MAKE A DIFFERENCE?" Social Behavior and Personality: an international journal 32, no. 4 (January 1, 2004): 399–411. http://dx.doi.org/10.2224/sbp.2004.32.4.399.

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This study examined the relationship between job performance and prosocial behavior at work using several variables that to date have received little or no attention in the literature. It focuses on employees' need for control, need for achievement, and the more commonly studied variable of organizational commitment as direct predictors of prosocial behavior and ultimately as indirect antecedents of job performance. Eight hundred and forty-six employees from 41 organizations participated in the study. Structural Equation Modeling (SEM) supported a direct relationship between need for achievement and job performance. However, no relationship was found between need for control and job performance. Moreover, when both personality variables were controlled for, the effect of prosocial behavior and commitment on job performance disappeared. This finding suggests that further work on the mediating effects of prosocial behavior and commitment on job performance is needed. Additional suggestions are given about the relationships among, and implications of, prosocial behavior, job performance, attitudinal, and personality variables.

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Arizqi, Arizqi. "THE ROLE OF RELIGIOUSITY AN INCREASE MANIFEST NEEDS AND PRODUCTIVITY OF HUMAN RESOURCES." International Journal of Islamic Business Ethics 1, no. 2 (September 6, 2016): 143. http://dx.doi.org/10.30659/ijibe.1.2.143-151.

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This study aimed to examine the effect of religiosity on the manifest needs which consists of need for achievement, need for power, need for affiliation. In addition, this study also aims to examine how the manifest needs role in triggering an increase in labor productivity of Human Resources.The research was conducted by testing SEM (Structural Equation Modeling) with the help of statistical software SmartPLS. The study was conducted using a survey by distributing questionnaires to 79 lecturers remain functional positions (JAFA) Sultan Agung Islamic University. In determining the amount of the sample number of researchers using the formula slovin with proportional random sampling technique.The results showed that religiosity have significant influence on the improvement of manifest needs, and then to increase productivity of human resources can be improved through increasing of manifest need in dimension need for achievement, while the need for power and the need for affiliation are not able to explain the productivity of the organization.

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Maharani, Dina Fitriya, Aniek Indrawati, and Thusy Tiara Saraswati. "The Influence of Adversity Quotient, Need for Achievement, and Entrepreneurial Attitude on Entrepreneurial Intentionns." Jurnal Entrepreneur dan Entrepreneurship 9, no. 1 (May 27, 2020): 9–16. http://dx.doi.org/10.37715/jee.v9i1.1316.

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This study aims to determine the effect of adversity quotient and need for achievement on entrepreneurial intention through entrepreneurial attitude. This study uses a quantitative approach. The population in this study amounted to 155 people with a sample of 112 people. Sampling uses probability sampling with proportional random sampling. Data collection was carried out by using a questionnaire and documentation. To analyze the data, the researcher used descriptive statistical analysis, classic assumption test, path analysis and hypothesis testing using t test and multiple tests. The analysis shows that: (1) adversity quotient influences entrepreneurial attitude, (2) need for achievement influences entrepreneurial attitude, (3) adversity quotient influences entrepreneurial intention, (4) need for achievement influences entrepreneurial intention. (5) Entrepreneurial attitude influences entrepreneurial intention, (6) entrepreneurial attitude is able to mediate the effect of adversity quotient on entrepreneurial intention, (7) entrepreneurial attitude is able to mediate the influence of need for achievement on entrepreneurial intention.

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Journal articles on the topic 'Need of achievement'

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