Fantasy need achievement as a motivational construct.

Klinger, Eric

doi:10.1037/h0023820

Cited by 112 publications

(56 citation statements)

References 71 publications

(38 reference statements)

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“…There are lots of reasons: People keep insisting that the n Achievement score is invalid because it will not predict grades in school-which is ironic since it was designed precisely to predict life outcomes and not grades in school. Or they argue it does not predict all types of achievement (Klinger, 1966)-when, of course, it is not supposed to, on theoretical grounds. But the practical problem (outside the tedium of content coding) is the unreliability of operant thought measures.…”

Section: Tests Should Be Designed To Reflect Changes In What the Indimentioning

confidence: 99%

Testing for competence rather than for "intelligence."

McClelland¹

1973

American Psychologist

3,047

1,353

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The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability. Intelligence and aptitude tests are used nearly everywhere by schools, colleges, and employers. It is a sign of backwardness not to have test scores in the school records of children. The Educational Testing Service alone employs about 2,000 people, annually administers Scholastic Aptitude Tests to thousands of aspirants to college, and makes enough money to support a large basic research operation. Its tests have tremendous power over the lives of young people by stamping some of them "qualified" and others "less qualified" for college work. Until recent "exceptions" were made (over the protest of some), the tests have served as a very efficient device for screening out black, Spanish-speaking, and other minority applicants to colleges. Admissions officers have protested that they take other qualities besides test achievements into account in granting admission, but careful studies by Wing and Wallach (1971) and others have shown that this is true only to a very limited degree.Why should intelligence or aptitude tests have all this power? What justifies the use of such tests in selecting applicants for college entrance or jobs? On what assumptions is the success of the movement based? They deserve careful examination before we go on rather blindly promoting the use of tests as instruments of power over the lives of many Americans.

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Section: Tests Should Be Designed To Reflect Changes In What the Indimentioning

confidence: 99%

Testing for competence rather than for "intelligence."

McClelland¹

1973

American Psychologist

3,047

1,353

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“…Klinger (1966) concluded that correlations between TAT measures and performance outcomes were significant only in 50% of the studies. Fineman (1977) reviewed studies in which more than one measure of nAch was involved (TAT, questionnaires, other projective techniques) and found no evidence for convergent validity.…”

Section: Validitymentioning

confidence: 99%

Measuring needs with the Thematic Apperception Test: A psychometric study.

Tuerlinckx¹,

Boeck²,

Lens³

2002

Journal of Personality and Social Psychology

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Three apperception theories that explain how people respond to Thematic Apperception Test cards are proposed: a simple apperception theory, an apperception theory with a dynamic component, and an apperception theory with 2 types of responses. Each theory is translated into an item response theory model and is applied to need for achievement (nAch) data. The analysis indicates that the best fitting model is provided by the apperception theory with 2 types of responses, also referred to as the drop-out apperception theory. The 1st type of response predicted by this theory is determined by the nAch level of the person and the achievement-response-eliciting value of the card; this response is diagnostic for the nAch level of the person. The 2nd type of response is not determined by the 2 aforementioned characteristics and is therefore not diagnostic of the person's nAch level. The results are cross-validated for need for power and need for affiliation.

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“…Atkinson and Iitwin (1956), for example, failed to find any evidence that male college students for whom Mgf'•Ms avoided moderately difficult tasks in preference for low or high difficult tasks. Following a rather extensive review of achievement motivation literature, Klinger (1966) argued that only about half of the relevant published studies cited significant relationships between measure of need achievement and performance in a manner supportive of the theory. He also contended that postdictive rather than predictive relationships are often discussed and defended and that "the pattern of hypothesis confirmation presents the theory with difficulties" (p. (P-291).…”

Section: Achievement Motivation Theorymentioning

confidence: 97%

Effects of failure: Alternative explanations and possible implications

Clifford

1979

Educational Psychologist

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Fantasy need achievement as a motivational construct.

Cited by 112 publications

References 71 publications

Testing for competence rather than for "intelligence."

Testing for competence rather than for "intelligence."

Measuring needs with the Thematic Apperception Test: A psychometric study.

Effects of failure: Alternative explanations and possible implications

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