Achievement Motivation Training in a Community Mental Health Center
Bibliographic Data
| ID | 13660577 |
|---|---|
| Authors | Allan Markle (Huntsville-Madison County Mental Health Center, corresponding author), Roger C Rinn (Huntsville-Madison County Mental Health Center) |
| Year | 1978 |
| Volume | 42 |
| Issue | 3 |
| Pages | 874-874 |
| Publication date | 1978-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1978.42.3.874 |
| PMID | 674513 |
| OpenAlex | W2315942603 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
Inspired by the work of David McClelland and his associates (1, 5, 6 ) , several programs have been developed for teaching achievement motivation to underachieving students (2, 3 ) . These programs have been integrated into the regular classroom and have produced significant improvements in grades. Our program was developed in an attempt to provide similar training in an outpatient format. All subjects were enrolled in the Achievement Motivation Training classes offered to the general public for a tuition fee by our center. The 23 participants ranged in age from 8 to 44 with a median of 16. These included 9 elementary, 6 high school, and 6 college students, along with one high school dropout and one college graduate. There were 15 males and 8 females, all Caucasian. All subjects completed the program consisting of six weekly 1-hr. sessions, all taught by the first author. The program is described elsewhere (4 ) , but it essentially involves the teaching of achievement-oriented cognitions by providing immediate feedback to stories told. by the students in response to pirmres. The results indicated that the students ( n = 21) were successful in increasing their achievement imagery (P1.m = 65.77, p < .001), determined by comparing their achieve ment motivation scores before and after training. Data on study behavior were available for a smaller sample ( n = 9 ) , but these students increased their study rime from a mean of 4.75 hr. per week to a mean of 12.46 hr. per week (Rn8 = 18.79, p < .005) and the mean number of days studying per week from 3.67 to 5.87 (F1.8 = 12.85, p < .01) as a function of training. However, the most important outcome was that of grades, which were available for 12 students. The mean grade point average increased from 1.67 (on a four-point system) before training to 2.87 at follow-up one year later (F1.U = 25.29, 9 < .001). Although the results are encouraging, the validity of the findings is limited by the lack of a no-treatment control group. However, a study employing a no-treatment group is currently underway with underachieving students in Grades 3 to 11
Academic achievement · Mathematics education · Medical education · Mental health · Psychiatry · Attention Deficit Hyperactivity Disorder · Behavioral and Psychological Studies · Clinical Psychology · Cognitive and developmental aspects of mathematical skills · Medicine · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,02 |
| Citation span | 1980 - 1980 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |