![]() In general, people with high achievement motivation preferred tasks that are moderately difficult and that promise success. Obviously they prefer to work at tasks where the possibility of success is great. Therefore, they d not choose to work on very difficult tasks in which the probability of success is very low. Further studies indicate that people high in need for achievement are motivated to succeed. The results indicate that people who are high in achievement motivation general do better on tasks than those who are low. Many studies have been done to find out the relationship between the achievement motivation and performance. Generally people with a need for achievement seek to accomplish things and to improve their performance. For the first time, they used the projective methods to measure achievement motivation. This motive has bee investigated most extensively by cognitive psychologists like David McClellan and John Atkinson. It arises out of a tendency to define one’s goals according to some standards c excellence in product or performance attained. Some individuals an highly achievement-oriented and competence-oriented and others are not.Īs we know, what is most striking about man is his achievement. Achievement motivation is a personality variable which appears to differ from one individual to another. The need to meet some inner standard of excellence is called achievement or competence motivation. ![]() When the motive to explore has been frustrated, children become distressed the same way as adults are bothered by frustration. Very often, they smile and babble excitedly when exploring their world. They also seem to receive satisfaction from being allowed the explore. A baby’s life is dominated by this motive. Small children always try to explore something. Animal experiments proved that curiosity behaviour is also found in many animals (Buttler, 1954). This motive is otherwise known as “curiosity behaviour.” It is not an exclusively human trait. Very often we ask a simple question- “What will happen if…?” This stimulates intellectuals to find answers. It is true that we are driven to explore the environment by our curiosity and our need for sensory stimulation. Thus curiosity is not manifested simply in perceptual exploration, but in cognitive explorations as well.Ĭuriosity motives and the needs for sensory stimulation are also conducive for the motive of exploration. He also mentioned about curiosity that is directed towards acquisition of knowledge. These are novelty, complexity, intensity, and change. Berlyne identified a number of curiosity variables, termed as “collative” variables that are involved in curiosity-motivated behaviour. Yet, they found, the monkeys spent several hours trying to dismantle them and finally succeeded.īerlyne (1960) while experimenting on motivational behaviour investigated some of the variables that are associated with curiosity and exploratory behaviour. ![]() ![]() They were never rewarded nor punished for playing with these. In a number of studies, Harlow (1953) presented monkeys with mechanical puzzles.
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