Date of Award

8-2012

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Byron Hargrove

Second Supervisor

Nicole Adams

Abstract

Although high achievement motivation in high school students is linked to reduced dropout rates and academic success, very little is known about the motivation of ninth graders. Therefore, this study examined the motivational characteristics of 380 ninth grade students using The Achievement Motivation Profile (AMP). Interrelationships between Student Motivation to Achieve and Achievement-Related Work Habits and Inner Resources and Interpersonal Strengths among ninth grade students were examined using canonical correlation analyses. The present study revealed that male and female ninth grade students with high achievement motivation (high scores on achievement motivation, competitiveness, goal-orientation) and high achievement-related work habits (high scores on planning & organization, initiative, team player) reported less tension, impatience, unhappiness, and display more self-confidence, cooperation, assertiveness, diplomacy skills and extraversion. Conversely, male and female ninth grade students with weak achievement motivation (low scores on achievement motivation, competitiveness, goal-orientation) and weak achievement-related work habits (low scores on planning & organization, initiative, team player) reported more tension, impatience, unhappiness, and less self-confidence, cooperation, assertiveness, diplomacy skills and extroversion. No gender differences were found. Based on these interrelationships, ninth graders might benefit from interventions and relationships that strengthen their inner resources and strengths including assertiveness and self-confidence workshops, individual achievement plans, mentoring, group and individual counseling.

Included in

Education Commons

Share

COinS