Psychological Science, 2 ed.

Chapter 9: Motivation

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nACH Survey Activity

Photo: Team Florida

This activity includes: - Introduction - nACH Survey - Discussion Questions

It is not enough to simply be alive; we must act in purposeful ways if we are to be successful. The spur that moves us to behave is known as motivation. We are motivated to satisfy biological needs such as hunger, thirst, and companionship; we are motivated by instinct to avoid snakes, fire, and heights; we may be motivated by curiosity to explore our world.

Given the importance of motivation, it has become a central topic in psychological science. One interesting aspect of motivation touched on in Chapter 9 is the extent to which individuals differ in their motivation to achieve. Some people have a very strong need to achieve; one example is Michael Jordan, whose legendary competitiveness has led him not only to the heights of athletic and financial success, but also to multiple retirements and comebacks, an acting career, and an ill-fated stint as a professional baseball player. In contrast, we all know "slackers" whose main goal in life is to exert as little effort as possible. The slacker lacks a certain spark, which psychologists call achievement motivation. Psychologist David McClelland studied achievement motivation and this activity is based upon his work.

People differ greatly in their motivation to achieve. This difference represents a trait that carries across time and circumstance. One of McClelland's goals was to devise a test that would reliably predict achievement motivation. In this activity, you self-administer an instrument designed to convey the concept of achievement motivation. Afterwards, you will consider the implications of achievement motivation within the context of the chapter as well as in your personal life.

>>Take the Survey

*McClelland typically used the TAT to assess nACH. While the inventory presented in this activity has external validity, it was developed for instructional purposes only; it is not a clinical scale. High and low scores on this instrument should not be interpreted in any way as deficits.

Discussion Questions:

1. Your text indicates that while many good students test high in achievement motivation, the parents of the same students also act in a motivated fashion. Review the material on achievement motivation in your text and first briefly describe the behavior of students whose need to achieve is high, and then corresponding behaviors characteristic of the parents of these same children. Do you think that achievement motivation is a personality trait that is passed genetically from parent to child or is learned?
   
   
   
2. Your text makes the startling statement that the need to achieve is inversely related to effectiveness among politicians. Explain why this is so. What are the implications of this for the public?
   
   
   
3. Your text makes statements about the relationship between need to achieve and goal setting. Given this information, what is your prediction about the behavior of individuals who are both low in achievement motivation and compulsive gamblers?
   
   
   
4. Individuals high in achievement motivation tend to be advance in an organization until they become managers. In your opinion, are they likely or unlikely to continue to be successful when the task changes from managing their own career to managing the careers of others
   
   
   
5. One of the most contentious issues in personality theory is the separation of traits from states; i.e., distinguishing innate characteristics from situational responses. McClelland directly confronted this issue when he claimed that he could train people to be high in achievement motivation. Given what you know from the chapter, do you think people can be trained to raise their achievement motivation? Will the training transfer across situations? Would effects extend beyond the training period? Explain your answer.
   

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