Thesis (Ph. D.)--University of Chicago, Department of Education, 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 208-223). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 186-195). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Chicago, Department of Education, August 2001. / Includes bibliographical references. Also available on the Internet.

Dissertation (Ph.D.)--Portland State University. Systems Science, 2009. / Title from PDF title page (viewed on Feb. 24, 2010). Includes bibliographical references (p. 162-182).

published_or_final_version / Education / Doctoral / Doctor of Philosophy

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The research aim is to theoretically and empirically ground educational preconditions of professional motivation.

Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this study was to investigate the extent to which treatment activites could foster achievement motivation in a sample of rural Southern Alberta grade four students. To accomplish this, the investigator in the present study employed a combination of the methods used by Alschuler with adolescents and deCharms with younger students. The treatment group experienced achievement motivation action strategies, conceptualized achievement motivation thoughts, related the achievement motivation syndrome to three areas of personal life, and practised what they learned. Two control groups were grade four classes in rural Alberta; one received a pre-test, the other received the post-test only. This investigator used Gumpgookies (Ballif & Adkins, 1968) to quantify achievement motivation. Grade four students in rural Southern Alberta did not obtain significantly different Gumpgookies (Ballif & Adkins, 1968) (achievement motivation) scores following four weeks of achievement motivation training modelled after Alschuler and deCharms. Birth order and rank in class emerged as significant variables. / ix, 161 leaves : ill. ; 28 cm.