Need for Achievement: Relation to Academic Achievement and Inventoried Needs

Abstract

Four groups of students were selected on the basis of EPPS need for achievement scores and their grade point averages (GPA). The group included these combinations: high need/high achievement; (b) high need/low achievement; (c) low need/high achievement; and (d) low need/low achievement. Each group was compared with every other group on the EPPS scales and on ACT scores by t‐test. Significant differences were found that form patterns differentiating among the various groups, especially between high‐ and low‐need groups and between high and low achievers within the low‐need group. These differences were on scales of abasement, affiliation, autonomy, deference, intraception, and nurturance.