Role problems and the relationship of achievement motivation to scholastic performance

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Abstract

82 2nd and 72 5th graders were asked questions concerning the expectations of their friends and teacher regarding their behavior as students. A measure of sociometric status was also obtained. It was hypothesized that role variables condition the relationship between achievement motivation and scholastic performance. In support of the hypothesis, a positive relationship between a socially based projective measure of achievement motivation and scholastic performance (grades and Iowa Tests of Basic Skills or Metropolitan Achievement Test) was found for upper graders who experienced low role conflict and also for upper graders who were high in sociometric status. It was also found that among upper graders, autonomously based achievement motivation related most strongly to the performance of children low in sociometric status. (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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