Abstract: Achievement Motivation is one unique and salient theory which highlights the context that individuals are motivated and determined to succeed by seeking out achievement and success. These individuals are more encouraged to succeed at challenging tasks and find meaning in life when they are able to accomplish their targets the best way that they can. This research undertaking looked into the Achievement Motivation level of the psychology majors as it was correlated with their personality profile as measured by a standardized test Myer- Briggs Type Indicator and the Sixteen Personality Factor, which are reliable and valid instruments. Similarly, this study investigated the relationship between Achievement Motivation and General Weighted Average. The varied dimensions of the Personality tests 16 PF and MBTI were correlated with the GWA and Achievement Motivation respectively to assess how well the distinct personalities of the AB Psychology students enrolled in the Department of Psychology differ from each other in significant way. The chosen respondents of the study consisted of ninety (90) AB Psychology students enrolled in the college. The research locale of the study is the Tarlac State University, one of the promising SUC in the region and in the entire country with its aim of becoming the premiere state university in the Asia Pacific region. The Pearson correlation coefficient and the chi- square test of significance were utilized in the interpretation of data as well as descriptive statistics. Results reveal that there is a significant relationship between Achievement Motivation and the General Weighted Average of the AB Psychology students. This connotes that as the GWA increases the Achievement Motivation of the respondents also increases. On the other hand, results revealed that there is no direct relationship between the Achievement Motivation of the respondents and the personality types based on the Myer-Briggs Type Indicator Test (MBTI). Similarly, the 16 PF Factor Vigilance has significant relationship with General Weighted Average, while Dominance has direct relationship with Achievement Motivation. Analysis of data suggests the following recommendations: The school officials and curriculum planners should prioritize and integrate in the academic and social curriculum the deepening and strengthening of the unique personality attributes of every learner. To provide avenues for the learner to grow more deeply while maintaining their uniqueness as persons. Knowing that the higher the degree of achievement motivation of the students the higher their grades is as reflected in their General Weighted Average. Thus, the Psychology faculty, whether Junior or Senior is encourage to creatively find ways to strengthen the personality traits and unique qualities of the learners by proactively engaging the students in quality and efficient learning. To be instrumental in the molding of the unique psyche of the “would-be” psychologists and psychometricians who will play a critical role in the country and across the globe.
There is too limited or too few studies have been done in the Philippine setting regarding achievement motivation. Therefore, the researcher recommends that Achievement Motivation be explored more deeply in different school settings and levels as a solution to the dearth of literature on this very important topic which concerns the actors and actresses in the educational scenario – the students.
Keywords: Achievement Motivation, General Weighted Average, Personality Type, Dimensions, Academic Success.
Title: ACHIEVEMENT MOTIVATION VIS-À-VIS PERSONALITY TYPE: IMPLICATION FOR ACADEMIC SUCCESS
Author: DR. MARIE PAZ H. ANGELES
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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