Editing Content theory (section)

==Achievement motivation==
{{Main|Achievement motivation}}
Achievement motivation is an integrative perspective based on the premise that performance motivation results from the way broad components of personality are directed towards performance. As a result, it includes a range of dimensions that are relevant to success at work but which are not conventionally regarded as being part of performance motivation. The emphasis on performance seeks to integrate formerly separate approaches as [[need for achievement]]<ref>{{cite book |last = Atkinson |first = John |title = A Theory of Achievement Motivation |year = 1974 |publisher = Krieger Pub Co |isbn = 978-0-88275-166-5 |edition = 6 |author2 = Norman Feather }}</ref>  with, for example, social motives like dominance. Personality is intimately tied to performance and achievement motivation, including such characteristics as tolerance for risk, fear of failure, and others.<ref>{{cite book |last = Atkinson |first = John |title = Achievement Motive and Text Anxiety Conceived as Motive to Approach Success and Motive to Avoid Failure |year = 1960 |publisher = Bobbs-Merrill Company |author2 = George H. Litwin }}</ref><ref>{{cite book |last = Atkinson |first = John |title = Personality, Motivation and Achievement |year = 1978 |publisher = Hemisphere Pub. Corp |isbn = 978-0-470-99336-1 |author2 = Joel O. Raynor |url-access = registration |url = https://archive.org/details/personalitymotiv0000atki }}</ref>

Achievement motivation can be measured by The Achievement Motivation Inventory, which is based on this theory and assesses three factors (in 17 separated scales) relevant to vocational and professional success. This motivation has repeatedly been linked with adaptive motivational patterns, including working hard, a willingness to pick learning tasks with much difficulty, and attributing success to effort.<ref>{{cite journal |last1 = Xiang |first1 = P. |last2 = McBride |first2 = R. |last3 = Guan |first3 = J. |year = 2004 |title = Children's motivation in elementary physical education: A longitudinal study |journal = Research Quarterly for Exercise and Sport |volume = 75 |issue = 1 |pages = 71–80 |doi = 10.1080/02701367.2004.10609135 |pmid = 15532363 |s2cid = 37810704 }}</ref>

Achievement motivation was studied intensively by [[David C. McClelland]], [[John William Atkinson|John W. Atkinson]] and their colleagues since the early 1950s.<ref>{{cite book |last = McClelland |first = David |title = The Achievement Motive |year = 1953 |publisher = Appleton-Century-Crofts |location = New York }}</ref> This type of motivation is a drive that is developed from an emotional state. One may feel the drive to achieve by striving for success and avoiding failure. In achievement motivation, one would hope that they excel in what they do and not think much about the failures or the negatives.<ref>{{cite journal |last1 = Covington |first1 = M. V. |year = 2000 |title = Goal theory, motivation, and school achievement: An integrative review |journal = Annual Review of Psychology |volume = 51 |issue = 1 |pages = 171–200 |doi = 10.1146/annurev.psych.51.1.171 |pmid = 10751969 }}</ref>  Their research showed that business managers who were successful demonstrated a high need to achieve no matter the culture.

There are three major characteristics of people who have a great need to achieve according to McClelland's research.
# They would prefer a work environment in which they are able to assume responsibility for solving problems.
# They would take a calculated risk and establish moderate, attainable goals.
# They want to hear continuous recognition, as well as feedback, in order for them to know how well they are doing.<ref>{{cite book |last = Schultz & Schultz |first = Duane |title = Psychology and work today |year = 2010 |publisher = Prentice Hall |location = New York |isbn = 978-81-317-3370-7 |pages = 121–122 }}</ref>