Achievement and Motivation: A Different Perspective on Familiar Concepts

Aslan, Ayşe Esra; Kirikkanat, Berke

doi:10.1016/j.sbspro.2013.12.036

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…Extant studies on achievement motivation have been limited to business and educational settings. Perhaps there is a need to broaden the scope of research on achievement motivation by studying individuals performing work life roles in a variety of other settings (Aslan & Kirikkanat, 2013;Elliot & Fryer, 2008;Ogwa, 2018).…”

Section: Inroductionmentioning

confidence: 99%

“…Achievement motivation perhaps is as relevant when working within the family and community as it is in a business, university, or government agency. To argue otherwise, is to minimize specific life roles and perhaps devalue individuals working in settings as the family and community There is extant support for examining achievement motivation in multiple settings involving participants who are engaged in a variety of life roles (Aslan & Kirikkanat, 2013;Dahraei & Adlparvar, 2016;Elliot & Fryer, 2008;Heckhausen, 1967;Ogwa, 2018).…”

Section: Inroductionmentioning

confidence: 99%

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Development and Validation of the Contextual Achievement Motivation Measure

Smith

Karaman

2019

IJPES

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This study investigated the factorial validity of the Contextual Achievement Motivation Measure, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four-factor model: School (6 items), Employment/Work (6 items), Family (5 items), Community (4 items). These factors accounted for approximately 60% of the variance and correlated in the expected directions with a criterion measure, the Adult Hope Scale. Confirmatory factor analysis indicated that the identified four-factor model fit the data, χ2(182)= 348.10, p< .001; χ2/df = 1.91, Tucker-Lewis index (TLI)= .92, comparison fit index (CFI)= .93, root mean square error of approximation (RMSEA) [.058, .080]= .069, and standardized root-mean square residual (SRMR)= .063. In addition, the scale showed partial scalar invariance between genders. The responses are subject to bias and increased the error in reliability and validity. Implications of the research, at a macro-level, draws attention to the importance of work; and one's performance within family, school and community settings.

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Section: Inroductionmentioning

confidence: 99%

Section: Inroductionmentioning

confidence: 99%

Development and Validation of the Contextual Achievement Motivation Measure

Smith

Karaman

2019

IJPES

View full text Add to dashboard Cite

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“…There is also a wealth of research that has shown a positive relation between work satisfaction with engagement [ 32 ], general work motivation [ 33 ], and achievement orientations [ 34 ]. Moreover, there is a suggestion, that the impact of globalization, may strengthen competitive and mastery goals [ 35 ]. An analysis of the literature indicated that time spent at one company may be a positive correlate of work satisfaction [ 36 ].…”

Section: Introductionmentioning

confidence: 99%

Are we happy with our work in globalization? Globalization experience, achievement motivation, and job seniority as predictors of work satisfaction in a group of office workers

Filipkowski

Derbis

2023

Global Health

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Background The main aim of this study was to determine whether globalization experience is a predictor of work satisfaction. In addition, we inspected a regression model consisting of globalization experience, job seniority, and goal achievement to determine how much variance in work satisfaction is accounted for by globalization experience. Most the theoretical texts about globalization suggest its negative impact on everyday life. The negative effects are – work–life balance problem, weakening of mechanisms to protect against the fear of death, and uncertainty. Method 250 office workers participated in the study (Mage = 38.37; 145 females and 105 males). They responded to paper-and-pencil anonymous questionnaires measuring globalization experience, achievement goals, and work satisfaction. Respondents were also asked about their job seniority. We used Spearman’s rho correlations and multiple linear regression to check the basic linear relation between variables, and hierarchical multiple regression to determine which of them is the strongest predictor of work satisfaction. Results The results indicated that globalization experience (R2 change = 0.089; p < .05) is a statistically significant negative predictor of work satisfaction and job seniority (R2 change = 0.056; p < .05) while achievement goals (R2 change = 0.188; p < .001) are positive predictors of work satisfaction. Conclusion We concluded that further research on globalization experience is necessary because it is the precursory individualistic approach to globalization research and we obtained a statistically significant yet small relation with work satisfaction in correlation and regression analyses. The presented results are also the rationale for promoting mastery approach goals in the workplace to improve work satisfaction as they are statistically significant positive predictors of it.

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Competences and Competence Model of University Teachers

Blašková

Blaško

Kucharčíková

2014

Procedia - Social and Behavioral Sciences

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Competences represent a summary of key professional and personal skills/talents and behavioural patterns of an individual. They form the basis of any proficient working behaviour, and the level of their maturity is crucial for the successful performance of the profession concerned. From this point of view, the competences of university teachers are of exceptional importance, mainly because teachers constitute the basis for the creation of new knowledge and new values beneficial to the university as well as to students, and subsequently also to enterprises in the role of employers, who should be able to use reasonably and develop systematically the mature competences of their employees. The intention of the study is to analyse the professional-personal profile of university teachers and the competences they should have. The study also presents outcomes of a questionnaire-based survey conducted with a sample of 686 students of the University of Žilina, the Slovak Republic. The first stage of our survey (2012/2013, 395 students) focused on questioning as to which competences the teacher should have according to students. The second stage of our survey (2013/2014), which is dealt with in this study, focuses on defining the negative competences and characteristics of teachers, i.e. it focuses on the question as to which features the teacher should certainly not have. In addition to interesting outcomes of the survey, the most important part of the study is an originally created competence model of the university teacher. Such competence model should become a quality standard or a paragon of the positive indicators of the teacher's working behaviour. The model also needs to clearly define the negative indicators (undesirable behaviour) which teachers should eliminate from their performance and behaviour. Persistence of such behaviour should be strictly penalised by the management of the faculty or university.

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Achievement and Motivation: A Different Perspective on Familiar Concepts

Cited by 4 publications

References 17 publications

Development and Validation of the Contextual Achievement Motivation Measure

Development and Validation of the Contextual Achievement Motivation Measure

Are we happy with our work in globalization? Globalization experience, achievement motivation, and job seniority as predictors of work satisfaction in a group of office workers

Competences and Competence Model of University Teachers

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