ACADEMIC STRESS IN RELATION WITH ACHIEVEMENT MOTIVATION IN HIGHER SECONDARY SCHOOL STUDENTS OF SCHEDULED CASTES

The present study aims to find out relationship of academic stress with achievement motivation among higher secondary students of scheduled castes. In the present study It is been concluded that academic stress has negative relationship on achievement motivation among higher secondary students. Understanding the relationship between academic stress and achievement motivation will be helpful for the families, counsellors and government sector to work on the improvement of the students in schools.

Achievement Motivation Of School-Going Adolescents During School Closure In The Context Of Covid-19 Pandemic: A Case Study

The schools were closed for the 2020-2021 academic sessions due to the COVID-19 pandemic. The objective of the present study was to explore the effects of school closure on the achievement motivation of school-going adolescents. This case study involved 67 no. of students (54 from 10th grade and 13 from 9th grade) in the age group of 14-15 years. The researcher conducted several students' self-reporting sessions and performed an 'content analysis' process for data analysis. The results represent that they didn't set their achievement goal to attain a high standard of excellence and due to this lack of achievement goals, those students had been neglecting their studies throughout two academic sessions. They had no drive for learning in their mind so they didn't put effort to learn and refrained from working hard. Those school-going adolescents were not involved to accomplish their learning goals. Most of the students couldn't understand the lesson alone at home and also face difficulties going through the online classes properly. So, they were not interested to study at home and it was not an enjoyable mode of study for them. In a word, those school-going adolescents had no achievement motivation, so they lost the desire to study.

An Observational Correlational Study Between Sattvabala (Mind Strength) and Achievement Motivation Among Students

Sattvabala (strength of mind) provides an adequate status of well being of a person, thus giving a systemic and holistic approach to understand a student. Acharya charak describes that, an excellent student should be of Pravara sattva (with dominance of Sattva Guna). Achievement Motivation is a consistent striving force of an individual to achieve success to a certain standard of excellence in a competing situation. By assessing, improving and stabilizing student's Sattvabala, we can reach in depth of their achievement motivation and thereby guide for the improvement in academic performance and achieving career goals. Considering the above facts, this observational survey study among students was undertaken. Aim- To study Sattvabala and achievement motivation among students and find a correlation between them. Methodology- In this descriptive survey research study total 120 students, course wise categorized into 4 groups, 30 students from each course were taken from different Maharashtrian educational institutions. For the assessment of Sattvabala and achievement motivation, self made questionnaires and 'DEO-Mohan Achievement Motivation (n-Ach) Scale (DMAMS)' were used respectively. Data analysis done with the percentage and Pearson's correlation coefficient. Result- Sattvabala and achievement motivation are highly significantly correlated with each other (0.9094). Conclusion- To know the achievement motivation factor of students, examination of Sattvabala from Ayurveda context will prove a definite useful tool. Ayurveda Sattvavajay concept, yoga, Ayurveda Medhya (brain booster) drugs, Achar rasayan, Sadvritta (Ayurveda codes and conducts) can be used to improve the Madhyam and Avara Sattvabala students to improve their achievement motivation and thereby this will definitely prove helpful to achieve their life goals.

The influence of military medical university students' proactive personality on achievement motivation: a conditional process analysis / 中华医学教育探索杂志

Objective:To explore the relationship between proactive personality, resilience and achievement motivation of military cadets, and to explore the mediating role of resilience between proactive personality and achievement motivation, as well as the moderating effect of cadets’leading ability on this mediating role.Methods:In this study, 109 military cadets were measured with proactive personality scale, Connor-Davidson resilience scale (CD-RISC) and achievement motivation scale. SPSS 26.0 was used for descriptive statistical analysis and correlation analysis.Results:①There was a significant correlation among the total scores of proactive personality, resilience and achievement motivation ( Ps<0.01). ②Proactive personality could significantly predict the level of achievement motivation ( a=0.454, P<0.001), and resilience could significantly predict the level of achievement motivation ( b=0.231, P=0.019). ③Resilience significantly mediated the relationship between proactive personality and achievement motivation ( c′=0.3, P=0.003). ④Cadets' leading ability moderated the effect of resilience on achievement motivation (index=0.338, 95% CI: 0.057 to 0.881). The mediating effect of resilience between proactive personality and achievement motivation was significant for cadets' leaders (Effect=0.381, 95% CI: 0.085 to 1.005), but not significant for other students (Effect=0.043, 95% CI: -0.069 to 0.252). Conclusion:The proactive personality of military cadets can affect the level of achievement motivation through psychological resilience, which is also moderated by cadre identity, suggesting that military education should improve the level of achievement motivation in many ways.

Mejora de la motivación en estudiantes inmigrantes latinoamericanos mediante un programa de mindfulness: un estudio aleatorizado / Improving motivation in Latin American immigrants through a mindfulness-based program: a randomized study

Resumen En este estudio experimental se presentan los resultados de un programa psicoeducativo de mindfulness sobre la motivación del logro y motivación para el aprendizaje aplicado a una muestra de estudiantes inmigrantes de origen latinoamericano que viven en el sureste español. La muestra se compone de 50 estudiantes, de los cuales 25 forman el grupo experimental y 25 el grupo de control. El programa de intervención se llevó a cabo durante 10 semanas. Los resultados muestran diferencias estadísticamente significativas entre los grupos en la variable motivación de logro y en tres de las seis dimensiones de la variable motivación para el aprendizaje (autoeficacia, control y ansiedad). El estudio confirma la eficacia del programa de mindfulness para mejorar los niveles de motivación del logro y la motivación para el aprendizaje en los jóvenes latinoamericanos procedentes de la inmigración. Se destaca la conveniencia de la utilización de estos programas dentro del currículum educativo.

Abstract In this experimental study, we present the results of a mindfulness psycho-educational program on achievement motivation and motivation for learning applied to a sample of immigrant students of Latin American origin living in southeastern Spain. The sample consists of 50 students, of which 25 form the experimental group and 25 the control group. The intervention program was carried out for 10 weeks. The results show statistically significant differences between both groups in motivation for achievement and in three of the six dimensions of motivation for learning (self-efficacy, control and anxiety). The study confirms the effectiveness of the mindfulness program to improve the levels of achievement motivation and motivation for learning in Latin American youth immigrants. The convenience of using these programs within the educational curriculum is highlighted.

Diferencias en autoeficacia académica, bienestar psicológico y motivación al logro en estudiantes universitarios con alto y bajo desempeño académico / Differences in academic self-efficacy, psychological wellbeing and achievement drive in university students with high and low academic performance

Resumen El estudio se propuso determinar las diferencias en percepción de autoeficacia académica, bienestar psicológico y motivación al logro académico en estudiantes universitarios con alto y bajo desempeño académico. De una muestra de 495 estudiantes universitarios se identificó a 60 con alto desempeño (M = 9.67, DE = .10 promedio académico) y 60 con bajo desempeño (M = 8.17, DE = .18 promedio académico). Los resultados de la prueba de regresión logística sugirieron que la autoeficacia académica (OR = 2.52) y la motivación al logro relacionada con la maestría (OR = 4.98) se asocian de forma positiva con la pertenencia de estudiantes al grupo de alto desempeño, mientras el bienestar psicológico en las relaciones sociales lo hace de forma negativa. Se concluyó que la autoeficacia y la orientación al logro favorecen el logro académico y que el bienestar no es una variable relacionada con este tipo de desempeño.

Abstract The purpose of the study is to determine the differences in perception of academic selfefficacy, psychological well-being and motivation to academic achievement in college students with high and low academic performance. From a sample of 495 college students, 60 were identified with high performance (M = 9.67, SD = .10 grade point average) and 60 underperforming (M = 8.17, SD = .18 grade point average). The results of logistic regression test suggest that academic self-efficacy (OR = 2.52) and motivation to related achievement with expertise (OR = 4.98) are positively associated with the high-performance students´ membership, while the psychological well-being in social relations does so negatively. It is concluded that self-efficacy and achievement orientation promote academic achievement and that wellbeing is not a variable related to this type of performance.

Impact of positive teacher-student interactions on academic resilience in adolescents from the lower socio-economic strata

Background: As students spend a third of their time in classrooms interacting with teachers, thisqualitative study sought to understand the role of teacher-student relationship in the students’ subjectiveconstruction of academic resilience.Methods: Individual interviews were conducted with seven at-risk students preparing for the IIT (IndianInstitute of Technology) examination through the “Super30” coaching programme, which resembles thetraditional “Gurukula” system of learning in that the student (or “Shishya”) stays with the teacher duringthe preparatory period.Results: Findings showed that Turnaround Teachers engaged in democratic, identity-affirming and virtueprioritizing messages to promote academic excellence in at-risk students. It also brought to light the bidirectional, deeply caring relationships that were at the centre of these interactions. High expectations ofteachers as well as appropriate limit setting interventions played a significant role in strengthening sociallyoriented achievement motivation in students coming from collectivistic cultures.Conclusion:Findings emphasize the urgent need to strengthen these accessible protective forces by offeringnecessary educational interventions so that academic success becomes a reality for every child, regardlessof external resources.

Psicologia humanista de Abraham Maslow: recepção e circulação no Brasil / Abraham Maslow's humanistic psychology: reception and circulation in Brazil / Psicología humanista de Abraham Maslow: recepción y circulación en Brasil

Esta pesquisa objetiva refletir aspectos relacionados à biografia de Abraham Maslow, seu projeto de Psicologia Humanista e o estado corrente de suas ideias no Brasil. Introduzimos, inicialmente, um esboço biográfico de Maslow. Depois, situamos a participação dele no desenvolvimento da Psicologia Humanista nos EUA. Posteriormente, apresentamos três investigações bibliográficas que analisam a recepção e a circulação das ideias de Maslow no Brasil: a primeira faz uma revisão narrativa em duas bases de dados; a segunda examina os livros de e sobre Maslow publicados no Brasil; a terceira minuta as ideias de Maslow em livros gerais de Psicologia e Administração. Evidenciamos que a vida e a obra de Maslow possibilitam uma articulação com a Psicologia Humanista, para a qual ele tinha propósitos definidos antes, durante e depois de sua ascensão. A Psicologia de Maslow é recebida parcialmente no Brasil e a circulação de suas ideias ocorre, hegemonicamente, em textos relacionados aos campos da Administração e da Psicologia Organizacional. Finalmente, apontamos outras possibilidades de pesquisas para desenvolver o legado de Maslow no cenário brasileiro.

This research aims to reflect aspects about Abraham Maslow's biography, his project of Humanistic Psychology and the current status of his ideas in Brazil. We introduced, initially, a biographical sketch of Maslow. Then, we situated his participation at the development of the Humanistic Psychology in EUA. Posteriorly, we presented three bibliographical investigations analyzing the reception and the circulation of Maslow's ideas in Brazil. The first is a narrative review in two databases; the second examines the Maslow's books and books mentioning Maslow published in Brazil; the third shows the Maslow's ideas in general books of Psychology and Management. We evidenced that the life and Maslow's work allows an articulation with a Humanistic Psychology, that for it he had defined purposes before, during and after of his ascension. The Maslow's Psychology is partly received in Brazil the circulation of his ideas occurs, hegemonically, in texts related of Management area and of the Organizational Psychology. Finally, we point out other possibilities to develop the Maslow's legacy in Brazil.

Esta pesquisa pretende reflejar aspectos relacionados con la biografía de Abraham Maslow, su proyecto de Psicología Humanista y el estado actual de sus ideas en Brasil. Introdujo inicialmente una semblanza de Maslow. Luego ponemos su participación en el desarrollo de la Psicología Humanista en el EE.UU. Adelante, se presentan tres investigaciones análisis bibliográficas de la recepción y el movimiento de las ideas de Maslow en Brasil: la primera es una revisión narrativa en dos bases de datos; la segunda examina los libros sobre Maslow publicado en Brasil; el tercer, las ideas de Maslow en los libros generales de Psicología y Gestión. Hemos demostrado que la vida y la obra de Maslow permiten una articulación con la Psicología Humanística, por el que había definido los propósitos antes, durante y después de su ascensión. La psicología de Maslow se recibe en parte en Brasil y la circulación de ideas se produce hegemónicamente en los textos relacionados con el ámbito de la Administración y en la Psicología de las Organizaciones. En final, señalamos otras posibilidades de investigación para desarrollar el legado de Maslow en la escena brasileña.

Achievement motivation and positive mental health among college students:mediating role of pro-crastination / 中华行为医学与脑科学杂志

Objective To explore the relationship between achievement motivation,procrastination and positive mental health of college students.Methods A total of 348 students completed a survey that in-cluded Achievement Motivation Scale(AMS),General Procrastination Scale(GPS)and Mental Health Con-tinuum Short Form(MHC-SF).Results (1)The average scores of achievement motivation,procrastination and positive mental health in college students were 3.61±12.05,56.48±10.62 and 3.46±0.82 respectively. The proportion of flourishing student was accounted for 53.16%,44.83% for the moderately mentally healthy and 2.01% for the languishing.(2)College students' achievement motivation was positively correlated with positive mental health(r=0.399,P<0.01),achievement motivation was negatively correlated with procrasti-nation(r=-0.388,P<0.01)and procrastination was negatively correlated with positive mental health(r=-0.267,P<0.01).(3)Procrastination had a partial mediating effect between achievement motivation and positive mental health,and the proportion of mediating effect in total effect was 12.75%.In three dimensions of positive mental health,procrastination also had partial mediating effect between achievement motivation and psychological well-being and emotional well-being respectively,the proportion of mediating effect in total effect were 15.71% and 20.63% respectively.But the mediating effect between achievement motivation and social well-being was not significant.Conclusion College students with higher achievement motivation have higher positive mental health,but the procrastination has indirect negative effect between the two variables,which leads to the negative effect of emotional and psychological well-being in the positive mental health condition.

The research on relationship between medical professionals personality traits and achievement motive / 中华医学教育探索杂志

Objective Through the research on relationship between achievement motive and personality traits,to provide the basis theory of personality attributes for selecting outstanding medical professional scientifically and effectively,and give some advice for improving medical education mode.Method The 310 medical staffs in sample hospital were treated as the research object in October 2015,who were randomly investigated with the big five personality questionnaire and achievement motivation scale,among of which,valid questionnaires were 290 copies leading to 93.5％ effective rate.SPSS 17.0 software was used to make t test,Chi-square analysis and correlation analysis for the data of the recover valid questionnaires.Result ①Personality traits of friendliness and rigor of the medical staffs of different gender exist statistically significant difference (t=-7.39,P=0.00;t=-8.28,P=0.00) and there were significant differences in the openness and rigor of medical staffs of different gender (P＜0.05).②The achievement motivation level of male medical staffs was higher than that of female (P=0.00),and there was no significant difference in achievement motivation among medical staffs.③The personality trait of neuroticism was negatively correlated with the pursuit of success and achievement motivation (correlation coefficient was-1.24),while the achievement motivation was positively related to extraversion and openness and the pursuit of success (the correlation coefficients were 1.51 and 1.53).Conclusion There is a significant correlation between personality traits and achievement motivation.The more extroverted personality medical staffs have,the more easy-going they are,and the more the pursuit of success oriented achievement motivation they have;and the higher the neurotic tendency individuals have,the more they incline to avoid failure of achievement motivation.

The Motivation of High School Students by Achievement Goals / A Motivação de Estudantes do Ensino Médio pelas Metas de Realização / La Motivación de los Estudiantes de la Escuela Secundaria por las Metas de Realización

Abstract The present study aimed to identify, describe and analyze the achievement goals of 207 high school students in a city in São Paulo state. The instruments were the Characterization Questionnaire and Achievement Goals Questionnaire. The results indicate a major tendency to adopt the mastery-approach goal, where the student engages the activity with the purpose of developing their skills. The second more adopted goal was performance-avoidance goal, in which students tend to want to show their skills to others not to appear incompetent for them. These results above may be related to a great intension of students in completing the high school and enter the University, results also found in this study. Comprehend Achievement Goals can contribute to understanding the quality of motivation that the students apply in their activities.

Resumo O presente estudo buscou identificar, descrever e analisar as metas de realização de 207 estudantes do Ensino Médio de uma cidade paulista. Os instrumentos utilizados foram o Questionário de Caracterização e o Questionário de Metas de Realização. Como resultados foi observada maior tendência à adoção da meta aprender-aproximação, caracterizada por alunos que se engajam na atividade com o intuito de desenvolver suas próprias habilidades. A segunda meta mais adotada foi a performance-evitação, cujas características estão presentes no aluno que tende a querer mostrar suas habilidades a terceiros com o objetivo de não se apresentar como incompetente para outros. Estes resultados supracitados podem estar relacionados pela forte intenção dos alunos em concluírem o Ensino Médio e ingressarem no Ensino Superior, resultados também encontrados no presente estudo. Compreender as Metas de Realização pode colaborar para o entendimento da qualidade da motivação que os estudantes empregam nas atividades.

Resumen El presente estudio busco identificar, describir e analizar las metas de realización de 207 estudiantes de escuela secundaria en una ciudad de la provincia de São Paulo. Los instrumentos eran el Cuestionario de Caracterización y el Cuestionario de Metas de Realización. Los resultados indican una mayor tendencia a adoptar la meta enfoque de aprendizaje, donde el estudiante se involucra en la actividad con el propósito de desarrollar sus propias habilidades. La segunda meta más adoptada fue rendimiento-evitación, cuyos estudiantes tienden a querer demonstrar sus habilidades a los demás a fin de no mostrarse como incompetente para otros. Estos resultados arriba pueden estar relacionados con la fuerte intensión de los estudiantes concluyen la escuela secundaria y ingresaren en la educación superior, resultados también encontrados en este estudio. Entender las metas de realización puede contribuir para la comprensión de la calidad de la motivación que el estudiante emplea en sus actividades.

Expectativas laborales en la adolescencia: Correlatos psicosociales / Employment expectations in adolescence: Psychosocial correlates

Las expectativas laborales positivas representan la confianza que tienen los jóvenes de un futuro prometedor en términos de desarrollo laboral y económico. La obtención de un trabajo cualificado y un mejor ingreso es importante en el ajuste social adecuado en la vida de los jóvenes. Este estudio analiza la influencia de distintas variables psicosociales de hijos y padres sobre las expectativas laborales de los hijos adolescentes de beneficiarios del Programa Oportunidades. Los hogares inscritos en este programa son considerados como hogares que viven en condiciones de pobreza. Se analizaron datos de 1.093 jóvenes (55.8% hombres), con un promedio de edad de 14.92 (±1.29) años y de 1.049 madres y 545 padres con una edad promedio de 46.21 (±13.43) y 49.58 (±14.17) años, respectivamente. Se realizaron regresiones lineales múltiples con variables medidas en los padres y las madres por separado, con las que se identificaron predictores significativos de las expectativas laborales positivas de adolescentes que viven en condiciones de pobreza, provenientes de entornos tanto urbanos como rurales. Los resultados indican que la esperanza de obtener estabilidad económica en el futuro en estos jóvenes depende más bien de aspectos personales, por ejemplo, habilidades sociales y de aspectos familiares, por ejemplo interacciones familiares no punitivas ni coercitivas; más que del género o de sus habilidades cognitivas, aunque los jóvenes de localidades urbanas reportan perspectivas laborales más optimistas. Los datos provienen de una muestra probabilística nacional de hogares beneficiarios del Programa Oportunidades en México, lo que permite extender los resultados a otros jóvenes que viven en condiciones similares.

Positive employment expectations represent the confidence that young people have of a promising future in terms of employment and economic development. Obtaining a skilled job and a better income is important in terms of the adequate social adjustment of youth to the adult life. The aim of this study was to determine what factors may predict positive employment expectations in the adolescent offspring of beneficiaries of the Opportunities Program of Mexico. Households enrolled in this program are considered as households living in poverty. The program aims to reduce poverty in the current generation by conditioned cash transfers; in order to alleviate poverty in the next generation through investment in the offspring’s human capital (education, nutrition, and health). The participants come from a probability sample of beneficiaries of Opportunities households with program-recertification data and proceeding from non-indigenous communities with 45 or more households. From this selection, a national sample of 2112 households was obtained. Of these 2112 households, in the first survey were interviewed the program household holder, which is usually the wife or a single parent, and the spouses, if they were available. Subsequently, from the original 2112 households there were selected those households with teenage children and we returned to those households in the second survey to interview the teenage children of the program household holder interviewed in the first survey. Data of 1093 children, 1049 mothers, and 545 fathers were obtained from both surveys. The sample of children had an average age of 14.92 (± 1.29) years, 55.8% of them were male, and 55.2% lived in an urban area. The sample of mothers had an average age of 46.21 (± 13.43) years, and the sample of fathers had an average age of 49.58 (± 14.17) years. Self-reports from both children and parents were obtained separately from both surveys. Self-reports from the children measured work expectations, cognitive abilities, psychopathology, social competence, school attitude, relationship with peers, social support, adverse life events, and perceived parenting practices and family conflict. Self-reports from the parents measured self-control, achievement motivation, social maladjustment, and social competence. Two models of multiple linear regression were performed to analyze the influence of the variables measured in the mother and father separately, in addition to the measured variables in the children.The results showed that the perception of social competence at school, positive attitude toward school, and social support consistently played an important role in predicting positive employment expectations. Positive peer relationship also has a positive influence; so that higher perceived social popularity predicted higher level of positive work expectations. Additionally, behavioral control parent practices, as perceived by the children, positively influenced the employment expectations of the adolescents. In contrast, the report of externalizing symptoms reduces their employment prospects. Likewise, maternal practices of autonomy, parental psychological control practices and conflicting family relationships, as perceived by the children, negatively affect the positive employment prospects of young people. Neither the gender of the adolescents nor their intellectual abilities influenced their work expectations; but the type of locality they live in did: the urban adolescents reported higher levels of positive work expectations. In summary, this analysis allows to identify significant predictors of positive work expectations of adolescents living in poverty, from both urban and rural settings. The results suggest that increasing the hope of gaining economic stability in the future largely depends on stimulate the social skills of young people and on eradicate punitive and coercive family interactions. It can be expected that interventions to improve social skills of the adolescents and to encourage more positive family interactions would promote greater economic stability in the future of young people living in poverty.

Perfiles motivacionales de aproximación-evitación en contextos de educación física / Approach-Avoidance Motivational Profiles in Physical Education Contexts

Tres fueron los objetivos: a) explorar la influencia que ejercen las metas sociales y de logro (aproximación/evitación) en el esfuerzo y diversión de los estudiantes de Educación Física, b) examinar los perfiles motivacionales de los adolescentes desde un marco holístico y c) estudiar las posibles diferencias entre perfiles en el esfuerzo y la diversión autoinformados. Los participantes fueron 479 estudiantes de secundaria (M = 14.36, DE = 1.58). Las metas de aproximación-maestría y evitación-amistad fueron los únicos predictores positivos del esfuerzo, mientras que las metas de aproximación-maestría y aproximación-amistad fueron los únicos predictores positivos de la diversión. Emergieron tres perfiles de clúster: (a) metas sociales bajas, (b) metas altas y (c) metas sociales altas y de logro moderadas a bajas, siendo los dos últimos más adaptativos. Los estudiantes varones se divirtieron significativamente más que las mujeres.

The present study had three goals: a) to explore the influence of social and achievement goals (approach-avoidance), individually and together, on physical education studentseffort and enjoyment, b) to examine the studentsmotivational profiles from a holistic framework, and c) to study existing profiles differences in studentsself-informed effort and enjoyment. 479 secondary education students participated in the study (M = 14.36, SD = 1.58). Results showed that mastery-approach and friendship-avoidance goals were the only positive predictors of effort, while mastery-approach and friendship-approach goals were the only positive predictors of enjoyment. Three clusters emerged from the sample: (a) low social goals, (b) high social and achievement goals, and (c) high social goals and medium-low achievement goals. The last two clusters were more adaptive. Males showed higher enjoyment scores than females.

The effects of achievement motivation and family environment of undergraduates majoring in preventive medicine on creativity tendency / 中华医学教育探索杂志

Objective To analyze the effects of achievement motivation and family environ-ment of undergraduates majoring in preventive medicine on creativity tendency. Methods The self-administered questionnaire was used to survey the general characteristics , achievement motivation , family environment, and Williams creativity tendency of undergraduates (n=243) from grade 1 to grade 5 majoring in preventive medicine in a medical college. The effects of achievement motivation and family environment on creativity tendency were tested with multiple linear regression analysis. SPSS 17.0 software was used for statistical analysis. The indexes between boys and girls was compared with group t test, and single factor analysis of variance was made for comparison between grades, SNK method was used to test and compare two groups; linear correlation analysis was made to inspect the correlation between the two indicators, and multiple linear regression analysis method was used for further analysis. Results The survey recycled 226 copies of effective questionnaires. The scores of achievement motivation, family environment, and Williams creativity tendency and all dimen-sions had no statistically significant difference among the five grades, or between the male and female (P>0.05). The positive influence factors of creativity tendency and its dimensions were pursuing success, the in-formative property, the entertaining property and organizational property, the negative influence factor was avoiding failure. R2 was 0.094-0.265 (P=0.000-0.048). Conclusion Achievement motivation and family environment of undergraduates majoring in preventive medicine may have posi-tive effects on creativity tendency. Various comprehensive measures should be taken to improve family environment and enhance achievement motivation, and to promote to increase creativity tendency, and to cultivate students' creativity and improve students' scientific research ability.

Tradução e validação da adaptação para o exercício do Perceived Motivational Climate Sport Questionnaire / Translation and validation of the exercise adaptation of the Perceived Motivational Climate Sport Questionnaire

O objetivo principal do estudo é a tradução e validação da versão portuguesa da adaptação ao exercício do Perceived Motivational Climate in Sport Questionnaire (PMCSQ), com recurso à análise fatorial exploratória (AFE) e confirmatória (AFC), realizadas com dois grupos independentes de praticantes de exercício em ginásios, de ambos os géneros e com idades compreendidas entre os 14 e os 64 anos. Na AFE os resultados revelam uma estrutura que explica 52% da variância dos resultados, pesos fatoriais entre 0.63 e 0.80, e uma boa consistência interna (αMestria=0.78; αPerformance=0.74). Na AFC os resultados indicam um excelente ajustamento do modelo: S-Bχ²=40.6; df=34; p=0.20; S-Bχ²/df=1.19; SRMR=0.03; NNFI=0.98; CFI=0.99; RMSEA=0.02; 90% IC RMSEA=0.00-0.05, uma consistência interna razoável (αMestria=0.74; αPerformance=0.75), e pesos fatoriais entre 0.50 e 0.79, o que nos leva a concluir que a versão Portuguesa da adaptação do PMCSQ ao exercício pode ser utilizada na avaliação do clima motivacional no exercício.

The main purpose of this study is to present the results of translation and validation of the Portuguese version of Perceived Motivational Climate in Sport Questionnaire (PMCSQ) adaptation to exercise, through exploratory (EFA) and confirmatory (CFA) factor analysis, performed with two independent groups of participants, all exercisers in private fitness clubs, of both sexes, and aged between 14 and 64 years old. The EFA results reveal a structure explaining 52% of total variance, with factor loadings ranged from 0.63 to 0.80, and reasonable reliability (αMastery=0.78; αPerformance=0.74). The AFC results showed an excellent model fit to data: S-Bχ²=40.6; df=34; p=0.20; S-Bχ²/df=1.19; SRMR=0.03; NNFI=0.98; CFI=0.99; RMSEA=0.02; 90% IC RMSEA=0.00-0.05, an acceptable reliability (αMastery=0.74; αPerformance=0.75), and factor loadings ranged from 0.50 to 0.79, which leads us to conclude that Portuguese version of PMCSQ adaptation to exercise can be used to measure motivational climate in exercise.

Achievement motivation analysis and evaluation at basic medical education stage / 中华医学教育探索杂志

Objective To explore college students'achievement motivation level at basic medical education stage and its influencing factors.Method Achievement motivation scale and open questionnaire were applied in 223 college students at basic medical education stage.The effect of multiple influential factors on achievement motivation was analyzed from the perspectives of pursing for success and avoiding errors by multiple linear regression.Results The results showed that 70.4％ students had low achievement motivation level.Multiple factors had linear regression relation with Ms and Mf(RMs=0.644,RMf=0.898).Academic self assessment and learning attitude can increase the motivation for success significantly(P＜0.001).Performance evaluation and learning objective can significantly increase the motivation for avoiding errors(P＜0.001).Conclusion The study and application of achievement motivation can improve education quality at basic medical education stage.

Correlations between Motivation to Achieve, Clinical Competency and Satisfaction in Clinical Practice for Diploma and Baccalaureate Nursing Students / 기본간호학회지

PURPOSE: This study was done to compare the relationships between motivation to achieve, clinical competency, and satisfaction on clinical practice in diploma and baccalaureate nursing students. METHOD: A descriptive research design was used in this study. The participants were 181 nursing students in B city who were surveyed between June 2 and June 30, 2008 using self-report questionnaires. The collected data were analyzed using the SPSS WIN 14.0. RESULTS: There were significant difference in clinical competency according to satisfaction with college life, and motivation for choice of nursing for baccalaureate students. There was a positive correlation between motivation to achieve and clinical competency. Motivation to achieve and satisfaction in clinical practice, and clinical competency and satisfaction were correlated with clinical practice for students in both diploma and baccalaureate programs. The predictors influencing clinical competency for the nursing students were motivation to achieve, and satisfaction in clinical practice, and education level. Three factors explained 26.8% of clinical competency for nursing students. CONCLUSION: It is necessary to enhance individual motivation to achieve to improve clinical competency of nursing students. Motivation to achieve needs to be considered in planning programs to enhance clinical competency in nursing students.

Goal orientation and mastery climate: a review of contemporary research and insights to intervention

This manuscript is a review of human achievement motivational theory, that emphases goal orientation and mastery climates. Specifically, it provides an overview of goal orientation researches and discusses how much the implementation of motivational climates in learning settings affects children and adolescents' psychological and behavioral responses. The manuscript concludes with further discussion about researches in this field, and emphases the in learning environments practical application.

Este artigo é uma revisão da teoria motivacional de conquistas, com ênfase na orientação de metas e contextos motivacionais para a maestria. Especificamente, o artigo propicia uma visão geral de pesquisas conduzidas em orientação de metas e discute como a implementação de contextos de motivação na aprendizagem influencia respostas psicológicas e comportamentais de crianças e adolescentes. O artigo conclui com uma discussão crítica sobre linhas de pesquisas futuras nesta área, enfatizando a aplicação prática em contextos de aprendizagem.

Mental Health of Teachers and the Relationship Between Mental Health and Achievement Motivation / 中国临床心理学杂志

Objective: To study the relationship between mental health and achievement motivation of teachers.Methods: 322 high school teachers completed SCL-90 and Achievement Motivation Scale.Results: The percent of high-score teachers with at least one SCL-90 subscale scored more than 3 is more than 5%.There is obvious correlation between the score of SCL-90 and the AMS's.Conclusion: The high level of achievement-seeking or the high level of failure-avoiding is harmful to the mental health of teachers.

Relationship Between Undergraduates',Achievement Motivation,Emotion and Behavior Problem / 中国临床心理学杂志

Objective: To explore the relationship between undergraduates' achievement motivation,emotion and behavior problem.Methods: 403 undergraduates were selected to report achievement motivation,self-esteem,trait anxiety,depression,loneliness and problem-behaviors.Results: ①Undergraduates had higher scores in motivation of achieving success than motivation of avoiding failure;②Motive of achieving success was positively correlated with self-esteem and negatively correlated with trait anxiety,depression,loneliness and problem-behaviors.The correlations mode between motive of avoiding failure and such variables as self-esteam were inverse to those of the motivation of success.③The kind of undergraduates pursuing success had higher scores in self-esteem,lower scores in anxiety,depression,loneliness and problem-behaviors than the kind of undergraduates avoiding failure.Conclusion: Undergraduates' achievement motivation had close relation-ship with their emotion and behavior problem.