Assessing the implicit achievement motive: effects of input-condition, administration and picture-position

Nicole GRUBER; Ludwig KREUZPOİNTNER

doi:https://doi.org/10.17220/ijpes.2015.03.002

Makale detayları

Assessing the implicit achievement motive: effects of input-condition, administration and picture-position

Yazarlar:

Nicole GRUBER | Ludwig KREUZPOİNTNER

Yayıncı:

Mustafa ÖZGENEL

Dergi:

International Journal of Psychology and Educational Studies 2015 Vol.2 Issue 3, pp.10-19

Belge Tipi:

Makale

Yayın Tarihi:

8/2015

Belge Dili:

İngilizce

Document ID (Org No.):

2000470063

Sıklık:

Aylık

pISSN:

2148-9378

DOI:

https://doi.org/10.17220/ijpes.2015.03.002

Özet:

 

Implicit measurements are sensitive for influences of experimenter and situation. An assessment using computers could therefore avert those negative effects, if there is an adequate translation to computer  Blankenship, 2010 . We split the achievement motive into the two components hope of success  HS  and fear of failure  FF  and investigated the effects of input condition  handwritten vs. keyboard , administration  online vs. computer vs. human experimenter  and picture-position for each of these two components. Therefore 140 undergraduates were randomly assigned to 18 experimental groups of a counterbalance within-between-design and assessed with the Thematic-Apperception-Test  TAT; Heckhausen, 1963 . The outcome is that handwriting increases the HS-score, whereby FF-score did not differ in typed and handwritten answers. People instructed by human experimenter show higher FF and lower HS compared to computer based tested people in the labor and online. There is no statistical significant interaction effect of administration and input condition. There is either no position effect for any of these motive-components. The TAT seems to be more robust than commonly thought.

Makale detayları

Assessing the implicit achievement motive: effects of input-condition, administration and picture-position

Yazarlar: Nicole GRUBER | Ludwig KREUZPOİNTNER

Yayıncı: Mustafa ÖZGENEL

Dergi: International Journal of Psychology and Educational Studies 2015 Vol.2 Issue 3, pp.10-19

Belge Tipi: Makale

Yayın Tarihi: 8/2015

Belge Dili: İngilizce

Document ID (Org No.): 2000470063

Sıklık: Aylık

pISSN: 2148-9378

DOI: https://doi.org/10.17220/ijpes.2015.03.002

Sayı

Yazarlar:

Nicole GRUBER | Ludwig KREUZPOİNTNER

Yayıncı:

Mustafa ÖZGENEL

Dergi:

International Journal of Psychology and Educational Studies 2015 Vol.2 Issue 3, pp.10-19

Belge Tipi:

Makale

Yayın Tarihi:

8/2015

Belge Dili:

İngilizce

Document ID (Org No.):

2000470063

Sıklık:

Aylık

pISSN:

2148-9378

DOI:

https://doi.org/10.17220/ijpes.2015.03.002