| Abstract: | This paper addresses a problem of major importance to educators: the motivation of students of differing sociocultural backgrounds. While the analysis builds on the earlier work of McClelland, the focus is by no means confined to that perspective. Indeed, achievement motivation is essentially redefined and a more comprehensive analysis is attempted in which personality, situation, and situation x personality factors are all concerned. The central thrust of the article, of course, is on what one can change about personality and situations to increase the achievement motivation of students. In this regard, various intervention studies are reviewed and evaluated, and new possibilities are suggested. There is a decided emphasis on the efficiency, practicality, and general appropriateness of concentrating on situations (or contextual) change rather than attempting to change enduring personality patterns. |
