Achievement Motivation and

Intellectual Performance

Criza Mae B. Balmes

BSED English 1-A
 Learning Objective
To identify:
 Intrinsic and Extrinsic Motivation
 Achievement Motivation
 Four Elements of Achievement Motivation
 Achievement Motivation Theory Driving Factor
 Factors that influence intellectual performance
 How does achievement motivation and intellectual
performance are related
What is Motivation?
The word motivation is coined from the Latin word
"movere", which means to move. One of the most important
factors that lead one to their goals is the drive. This drive
is known as motivation. It is a zest and determination with a
kind of excitement that leads one to persevere to reach
greater heights, in no matter what avenue of their life; be it
– personal or professional. To be motivated is a constant
need.
Intrinsic and Extrinsic Motivation
Intrinsic Motivation refers to motivation that is
driven by an interest or enjoyment in the task itself, and
exists within the individual rather than relying on any
external pressure.
Extrinsic motivation comes from outside of the
individual. Common extrinsic motivations are rewards like
money and grades, coercion and threat of punishment.
Children’s Academic Performance is affected by:

• Experiences in the Family

• School

• Peer Group

• Community

• Achievement Motivation
What is
Achievement
Motivation?
 Achievement Motivation is the emotions they associate with learning
tasks, the way they view themselves and their abilities and it is the
response to success and failure.

Achievement motivation is a person’s orientation to strive for task

success, persist in the face of failure, and experience the pride in
accomplishment (Gill, 2000). In sport it is called Competitiveness.

Achievement motivation from Atkinson (1964), defined it as the

comparison of performances with others and against certain standard
activities.
 Person’s tendency to strive for successful
performance

- To evaluate his performance against a specific standards of

excellence and

- To experience pleasure as a result of having performed

successfully
Four Elements of Achievement Motivation

Helmreich & Spence (1978) conducted a factor analysis and argued

that achievement motivation consists of four elements: mastery of
needs, work orientation, competition, and personal unconcern. It is
highly related to personal achievements.

1. Mastery of needs: An individual prefers jobs that are challenging,

intellectually demanding, and thought-oriented. He or she enjoys playing
a leadership role in groups and is able to complete tasks already started.
2. Work orientation: An individual takes a proactive attitude toward
work and loves what he or she does. He or she obtains sense of
satisfaction from work and pursues self-realization and growth.

3. Competition: An individual hope for victory and has the desire to

win over others.

4. Personal unconcern: An individual does not consider success or

stellar performance to be the cause of being rejected by others. In
other words, there is no fear of success.
Achievement Motivation Theory Driving Factors

AMT was put forward and refined by a group of researchers Murray

(1938), Lowel (1953), Atkinson, Clark and Mc Clelland (1961) over the
years. According to this theory, an individual’s motivation to achieve
something in life or the dire need to achieve a specific goal is
governed by various internal factors such as willingness,
determination, punctuality, personal drive along with numerous
external factors (also known as environmental factors) such as
pressures, expectations, targets, etc., set by relevant organizations,
members of the family or the society.
Factor’s that influence

 Experience in the family

 Culture

 School related experiences

Two Different Response patterns among children on a challenging task:

• Mastery Oriented- focused on gaining skills or mastery of the problems

learning goals

• Helpless- tended to give up easily frustration, blamed their own lack

of ability, low expectations

‘Helpless children may hold an entity view of intelligence, whereas mastery

oriented children may hold an incremental view’
Successful intervention programs

Improving both the parent-child relationship

Family’s natural support system

Place the child in educationally stimulating program

How does Achievement Motivation and
Cognitive Development are related?
According to the achievement approach to motivation, the need
for achievement drives accomplishment and performance and thereby
motivates our behavior. People may be motivated by different goals
related to achievement, and each of these goals affect one’s
motivation—and thereby behavior—differently. Cognitive approaches
to motivation focus on how a person’s motivation is influenced by their
cognitions or mental processes.