Using Achievement Motivation Theory to Explain Student Participation in a Residential Leadership Learning Community

Abstract

This study sought to examine student motives for participating in a residential leadership learning community for incoming freshmen using McClelland's Achievement Motivation Theory (McClelland, 1958(McClelland, , 1961. Eighty-nine students began the program in the Fall 2009 semester and were administered a single, researcher-developed instrument.Responses to an open-ended question that asked students what their primary motive for participating in the voluntary, residential leadership learning community were analyzed using deductive content analysis techniques (Fraenkel & Wallen, 2009;Patton, 2002) and categorized according to McClelland's Achievement Motivation Theory as the need for Achievement, the need for Power, the need for Affiliation, or any combination thereof. Results demonstrated that while all three needs were found within the responses, the need

The Motivational Effects of LPU Awards of Excellence: Basis for Improvement

“…The same study of Moore, Grabsch, and Rotter (2010) also showed that students love the challenging nature of extra-curricular activities. One such instance is during their interview, wherein one student specifically replied, "I wanted to challenge myself as a person -step outside my comfort zone and better understand what it takes to be a good leader.…”

“…Meanwhile, the influence of students' need for achievement on student motivation was clearly delineated in the study of Moore, Grabsch, and Rotter (2010) which utilized McClelland's Achievement Motivation Theory in explaining student participation in a residential leadership learning community. It was found out that this need for achievement is one of the primary sources of motivation in their participation in activities.…”

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“…Thus, he developed a "Resultant Achievement Motivation Score" which combined the impact of positive and negative aspects of achievement need. To this effect, subsequent studies gave importance to both aspects of this need (Knowles, 1969;Miron & McClelland, 1979;Moore, Grabsch, & Rotter, 2010;Revelle & Michaels, 1976;Sagie & Elizer, 1999;Thrash & Elliot, 2002;Weiner, 1979Weiner, , 1985. McClelland (1961) measured the need for achievement among managers and professionals in different countries and under various contexts.…”

Analysis of student’s achievement motivation in learning chemistry

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