Achievement Motivation Scale (n-Ach] AMSn-pm Prof. Pratibha Deo Former Professor & Head Department of Education Mumbai University Mumbai Dr. Asha Mohan Retd. Reader Department of Education Punjab Univrsity Chandigarh Estd. 1971 ‘mE 0562-2464926 BHARGAVA BHAWAN, 4/230, KACHERI GHAT, AGRA-282 004 (INDIA) @ [email protected] @ website : www.npcindia.comManual fied ACHIEVEMENT MOTIVATION SCALE (n-Ach) AMSn-pm Prof. Pratibha Deo Dr. Asha Mohan Former Professor & Head Retd. Reader Department of Education Department of Education Mumbai University Punjab University MUMBAI CHANDIGARH. Regd. No Copyright Re My No 2005 Dt 135.05 Estd. 1971 www.npcindla.com @:(0562) 2464926 NATIONAL PSYCHOLOGICAL CORPORATION) 4/230, KACHERI GHAT, AGRA-282 004 (INDIA) 1aINTRODUCTION The study of motivation gained importance since early fifties with the efforts of McClelland and his associates at Wesleyan University, USA. The term motivation refers to any organismic state that mobilizes activity which is in some sense selective or directive. According to Newcomb (1964) achievement motivation is the acquired tendency and one of the most important social needs. It has been defined by McClelland and his associates (1953) and also by Decharms (1968) as a disposition to strive for success in competition with others with some standard of excellence. set by the individual. Motive to achieve requires an act of some norm of excellence long term involvement and unique accomplishment. These are the criteria set by McClelland and his associates (1953). In fact, this is one of the most important manifest and social needs and personality variable enlisted by Murray (1938) Need to Develop the Scale The need to develop the scale was felt, mainly for three reasons. Firstly, a Projective test generally used for measuring achievement motivation is time consuming in administration and the scoring procedure is somewhat complicated Quite often, a researcher or a teacher frequires a quick scoring tool which can easily be administered and used for research or for studying pupils. Achievement motivation is a variable which is used in many studies in education either as a main or secondary variable or as a moderator variable. The purpose in Preparing this scale is to prowide the researcher with such a too! which will be found to be handy and convenient for administration and scoring. Secondly, many scales and questionnaires that are available, measure achievement motivation in particular fields, such as, academic motivation at the high/higher secondary, college on university level. A standard verbal measure which sufticiently measures the achievement motivation in general is desired. The present scale is built to fulfil that need. Thirdly, for validating the i projective test of achievement motivation, the verbal scale will be found to be a i very useful and valuable instrument.scale, an effort was made to study factors suitable ® for t motivation. Apart from the standard of excelieng, To prepare the present n measuring the achieveme! ment and long-term involvement, indicating achievement tis cClelland and Atkinson the following factors were classifiey unique accomplish as suggested by M cues of achievement imagery. All these factors were accepted for Providing the bases to prepare the items in the scale of achievement motivation 4. Academic factors (i) Academic motivation, (ii) Need achievement, (iii) Academic chal (iv) Achievement anxiety, (v) Importance of grades or marks, (vi) Meaningfulnes: daily school/college tasks, (vii) Relevance of school/college to student's futu (viii) Attitude towards education, (ix) Work methods, (x) Attitude towards teac! (xi) Warmth of interpersonal relations, (xii) College concern for the individual. ang (xiii) Implementation of educational objectives 2. Factors of general field of interest : Competition in curricular and co- curricular activities (i) Sports and athletics (curricular and professional), (ii) Fine arts and dram (iii) Dancing, (iv) Music, (v) Painting (curricular as well as professional fi aesthetics), (vi) Debates and orations etc., (vii) Boating, (viii) Mountaineer climbing or hiking, (ix) Cross-country races, (x) Sports (adventurous tasks \nvo risk), (xi) Domestic crafts for girls, like cooking, embroidery etc (xii) Reading and writing, and (xiii) Experimentation or any act of creation 3. Social interests 9 (i) Organizing and participating in social activities, (ii) Arranging exhibitions social functions etc. To sum up, items for the scale were based on (i) Academic factors. ('!) Factors of general interest, and (iii) Factors of social interest. Criteria for the Choice of Items in the Scale 1. The selected item should evolve the achievement imagery in the responden a 2. Itshould be related to their achievement experiences based on situations kn to them. iaManual for AMSn-oMm | 5 The item should be comprehensible to the respondents. 4. The language of the item should be such that the respondent can immediately identify with the situation expressed in the item First Draft c With the above criteria, the preliminary draft was prepared which consisted of 115 items. This draft with separate verbal instructions was a 5 point self-rating questionnaire having both positive and negative items. However, no special effort was made to have equal number of positive and negative items. The items in the scale were arranged and distributed factorwise in the following order FACTOR No. of Items ‘Academic motivation Need for achievement Academic Challenge Achievement anxiety Importance of grades/marks Meaningfulness of task Relevance of school/college to future goals Attitude towards education Work Methods Attitude towards teachers Warmth of interpersonal relations Individual concern General and social interests Mountaineering Boating Dramatics Music Sports Miscellaneous LPENPAaen>s This questionnaire is of the self-rating type and can be administered in a group, with 5 points to rate viz Always, Frequently, Sometimes, Rarely and Never. Ithas no time-limit, The scoring device was simple, stencil type having a numerical weightage from 4 to 0 for the positive items and reverse of it for the negative items 1aS| MORNTORAMSIPON 8s. os ec22eszs2cesze2ts225.52.. Item Analysis For item analysis and item-dis (vide Guilford, 1954) was applied, taking 27% upper and 27% lower achievers out of a group of 46 boys and girls. A slightly modified version of the same technique was applied to obtain items-indices on the basis of highest limits of the scale Accordingly, the sum total of the two highest weights of the scale 4 and 3 was taken and analysis was done with the same formula. Values obtained by both these methods were subjected to correlation to see the consistency of the two methods The correlation coefficient obtained was .92 which was highly significant iscrimination values, Johnson's U. L. | Method Selection of the Items Out of these 115 items, those which yielded negative or zero values were rejected outright. Rest of the items were selected on the basis of high correspondence between the item indices obtained through two above methods and secondly on the basis of content, so that each factor should be represented in the scale, atleast by 2 or 3 items. Finally 50 items were chosen after careful scrutiny having the distribution as follows : f Seo, FACTOR Academic motivation Need for achievement Academic challenge Achievement anxiety Importance of grades/marks Meaningfulness of task Relevance of school/college to future goals Attitude towards education Work methods Attitude towards teachers Interpersonal relations Individual concern General interests Dramatics Sports etc. Pp caenedFinal form of the Scale After the item analysis, some changes were made in the scale. Firstly, the questions were changed to statements form to avoid’ the feeling of irritation and monotony to the respondents. Secondly, Hindi version of the scale was also prepared for the convenience of the respondents. Scorirlg system remained the same. In the final scale, out of 50 items, 13 are negative and 37 are positive items Reliability of the Scale Test-retest method was applied to obtain the reliability coefficient of the scale Taking different sets of sample; the administration of the scale was repeated on several occasions. The results are given below Sample N Interval Level of Significance Mixed group 51 4 weeks 01 01 Males 33 5-6 weeks 67 Females 50 5-6 weeks 78 01 These coefficient of reliability are sufficiently high and the scale can be considered as reliable for use. Earlier, Entwistle (1968) for 24 items inventory obtained test-retest reliability coefficient of .83 with an interval of 2- months Lynn (1969) found that his achievement motivation questionnaire correlated to the extent of .34 with the factor of Cattell’s 16PF, as .16 with superage and .21 with surgency. Bending (1964) established the reliability coefficient of .68 for men and 62 for women for his factor-analytic scale of need achievement. Costello (1967) obtained as split-half reliability coefficient of .82 for scale / and .73 for scale // Smith (1973) computed a split-half reliability coefficient of .56 for his 10 items quick measure of achievement motivation. Taking into consideration these results, the present scale reliability coefficients by test-retest method for the total group, as well as for the separate male and female groups, are very saiisfactory and the scale can be taken as quite reliable for use. Validity of the Scale As far as the validity of the scale is concerned, in the first instance the item validity established by the high-low discrimination method was accepted as the validity of the whole measure. Besides, this scale was also used for validating the 1aThe coefficient of correlation between ed to be 54 which speaks for the \e validity being of the concurrent nature. Finally. the projective test of Act hievement Motivation the scale and the projective test was observ validity of the scale also, th scale scores were also correlated with the scores obtained by administering the ‘Aberdeen Academic Motivation Inventory of Entwistle (1968) yielding a coefficient of correlation as .75 for a mixed sample of .93. This correlation is high enough to establish the validity of the scale. Regarding the rof .54 between the scale and the projective test, McClelland (1958) explains that self-descriptive and projective measures are usually not correlating high with each other. Even Carney (1966 observed that questionnaire measures correlated poorly with McClelland’s projective meaures. These explanations support the results of present scale of achievement motivation to be sufficiently valid for use for measuring achievement motivation, Administration of the Scale The scale can be administered individually as well as in a group of about 25- 30 subjects. With the use of microphone and a few assistants to help, even a much larger group can be given the scale at a time. The subjects should be seated comfortably, at some distance from each other and all within such distance that every subject can clearly hear the tester’s voice. The tester should make sure that each subject has a pen for marking responses. First, the answer sheets should be distributed, one to each subject and the subject should be asked to write down his! her particulars i.e. name, age, gender and college/school name and address, phone number, residence particulars etc. After ensuring that this is properly done by all the subjects, the tester should distribute the scale booklets giving one to each subject The Directions printed in the test booklet should be Tead out loudly and propery ee 2 any one has any querries, doubts or questions, these shoul eee oe ee explained. The subjects should be told that there . * eee pe Feces to work fast and give their honest, frank = a. AuSeES ae oe ee is to be answered by the subject. be alongwith the rains Sponses, the test booklets should be collec . That completes the procedure of administration Pp caenedScoring One stencil keys is to be used for scoring, positive and negative items. A positive item carries the weights of 4, 3, 2, 1 and 0 for the categories of Always, Frequently, Sometimes, Rarely and Never respectively. The negative item is tobe scored 0, 1, 2, 3 and 4 for the same categories respectively that are given above. Separate keys for positive and negative items are provided. The total score is the Rarely Positive 1 Negative 3 summation of all the positive and negative items scores. The minimum score obtained can be 0 (zero) and the maximum can be 200, other scores ranging in between these limits. Response Item wise Sr. No. Positive 2,3, 4, 5, 6, 7, 10, 11, 15, 16, 23, 24, 25, 26, 27, 28, 29, 30, 31, 33, 35, 36, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 1, 12, 13, 14, 17, 18, 19, 20, 21, 22, 32, 34, 37 This is a quick-scoring, self-administered scale which is also quick in administration and very easy for use in administration as well as scoring Norms and Interpretation of the obtained Raw Scores The Scores theoretically range between 0 to 200, and an obtained Score for any person will be in between these two limits. This obtained score shall be the Raw Score, and for the interpretation of the Raw Scores, z-Score Norms have been presented. The z-Score Norms have been prepared age-wise, viz., 13, 14, 15, 16, 17 and 18 and for 19 years and more, since the sample population was very small, therefore z-Score Norms on the basis of Mean and Standard Deviation of 1a40 | Manual for AMSn-0M 35 have been prepared and these have been presented from fe 12 Norms for interpretation of the z-Scores for level of the Total Sample of Table 5 to 11 and in Tabl ‘Achievement Motivation have been presented In Table 1, 2, 3 and 4 Age-wise Means and SD’s have been given TABLE 1 Age-wise Means and SD's Male Groups tooo | ope fs fw [ow [iw [To ) 4 28 15 N 45 66 1 uM 153.73 | 149.22 145.17 | 150.83] 137.86 | 140.40] sD 26.81 20.44 | 23.68 | 29.78 | 25.32 TABLE 2 Age-wise Means and SD’s Female Groups Ls | 26 6 145.54 | 136.17] 14 16.77 | 24.86 | 2921 TABLE 3 Age-wise Means and SD’s for Total Groups 148.80 20.92 TABLE 4 Mean and SD for Total Group Pp caenedTABLE 5 z-Score Norms for Age Group 13+ (Both Male & Female) Mean : 153.39 SD: 25.54 N=85 Manual for AMSn-om | 11 Pp caened42 | Manual for AMSn-om TABLE 6 Group 14+ (Both Male & Female) Mean : 149.69 SD: 22.83 N= 145 z-Score Norms for Age 1a13 TABLE 7 z-Score Norms for Age Group 15+ (Both Male & Female) Mean : 150.38 SD: 20.22 N= 130 tTABLE 8 z-Score Norms for Age Group 16+ (Both Male & Female) Mean : 148.91 SD:19.82 N= 105 1aManual for AMSn-om | 15 TABLE 9 z-Score Norms for Age Group 17+ (Both Male & Female) Mean : 151.34 SD: 20.44 N=81 Pp caenedTABLE 10 e Group 18+ (Both Male & Female) z-Score Norms for Ag! Mean : 141.55 SD: 27.54 N=54 1aTABLE 11 Score Norms for Age Group 19+ (Both Male & Female) For any Age above 19+ Vrs . Mean : 147.89 SD:2115 N= 635 +0.99 +1.04 +1,09 +113 41.18 $1.23 +1.28 Pp caened18 | Manual for AMSn- TABLE 12 Norms for Interpretation of z-Scores for Level of Achievement Motivation Level of Achievement Moti +2.01 and above Highly Motivated +1.26 to +2.00 High Motivation +0.51 to +1.25 Above Average Motivation -0.50 to +0.50 Average Motivation -0.51 to -1.25 Below Average Motivation -1.26 to -2.00 Low Motivation -2.01 and below Lowest Motivated REFERENCES Bendig, A. W. (1964). “Factor Analytic Scales of Need Achievement.” J. Gen Psychol., 70, 59-67 Carey, R.E. (1966). “The Effect of Situation Variables on the Measurement of Achievement Motivation.” Educ. Psychol. Meas., 26, 65-69. Costello, C. G. (1967). "Two Scales to Measure Achievement Motivation.” J. Psychol: 66, 231-235, Reitman, W. and McClelland, D. C. (1955). “Motivation” In McClelland D. C. (E4) Studies in Motivation. Appleton Century Crofts. Inc., p. 414-423 E ‘“ miwistle, N. J. (1968). “Aberdeen Academic Motivation Inventory.” Br. J. Edue Psychol., 38, 181-188, Pp caenedp. 597 Johnson, A. P. (1951). "Notes on a suggested Index of Index.” J. Educ. Psychol. 42, 499-504. In Guilfor Methods. McGraw Hill Book Co. Inc., p. 425. Item Validity | The U-L d J.P. (1954) Psychometric Lynn, R. (1969). “An Achievement Motivation Questionnaire’. Br J. Psychol., 60, 529-534 Maslow, A. H. (1954). Motivation and Personalit 'y. New York : Harper and Row, p. 80-106 McClelland, D. C. ; Atkinson, J. W. ; Clark, R. A. and Lowell, C. L. (1953). The Achievement Motive, New York : Appleton Century Crofts. McClelland, D. C. (1958). “Methods of Measuring Human Motivation”, In Atkinson, J. W. (Ed.) Motives in Fantasy, Action and Society, D. Van Nostrand Co. inc. 7-42. Murray, H. A. (1938). Exploration in Personality, New York : Oxford University Press Inc., p. 142-242 Newcomb, T. M (1964). “Motivation” In Gould. J. and Kolb, W. L. (Ed.) A Dictionary of the Social Sciences, New York : The Free Press, p. 447-448. Reed, H. B (1968). “College Assessment Inventory”. J. Educ. Res., 61(9). Smith, J. H (1973). “A Quick Measure of Achievement Motivation.” Br. J. Soc. and Clinical Psychol., 12, 137-143. ould be reproduced in any form withot 1a