Achievement Drive: Motivation, Performance, and Interventions
Motivation is an important factor in determining academic and professional performance, and the concept of achievement drive has been proposed as a framework for understanding individual motivation. This article reviews the concept of achievement drive, its relationship to motivation and performance, and strategies for interventions to increase achievement drive.
Achievement drive is defined as the degree to which an individual has a strong and persistent need to meet standards of excellence and to excel (Csikszentmihalyi & Rathunde, 1993). It is a key factor in determining performance, as it is associated with a number of positive outcomes, such as higher academic achievement, greater motivation, and higher job satisfaction (Haimovitz & Dweck, 1996; King, 2008). Achievement drive is also related to self-efficacy, or an individual’s belief in their ability to achieve their goals (Bandura, 1997).
The concept of achievement drive is closely related to intrinsic motivation, which is defined as the desire to engage in an activity for its own sake (Deci & Ryan, 1985). Intrinsic motivation is associated with higher levels of effort, persistence, and creativity (Deci & Ryan, 1985). Intrinsic motivation is also related to a number of positive outcomes, such as higher academic performance, greater job satisfaction, and better overall wellbeing (Deci & Ryan, 1985).
Interventions that focus on increasing achievement drive can be effective in promoting motivation and performance. These interventions typically involve setting clear and challenging goals, providing feedback and rewards, and fostering self-efficacy (King, 2008). Additionally, interventions that focus on increasing intrinsic motivation, such as providing autonomy and autonomy support, can also be effective in increasing achievement drive (Deci & Ryan, 1985).
In summary, achievement drive is an important factor in determining motivation and performance. It is closely related to intrinsic motivation, and interventions that focus on increasing achievement drive can be effective in promoting motivation and performance.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Csikszentmihalyi, M., & Rathunde, K. (1993). The measurement of flow in everyday life. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 302-317). New York, NY: Cambridge University Press.
Haimovitz, K., & Dweck, C. S. (1996). The relationship between achievement goals and intrinisc motivation: A longitudinal study. Journal of Personality and Social Psychology, 70, 952-966.
King, A. B. (2008). The motivational effects of goal setting in academic settings. International Journal of Education Research, 45, 418-428.