Abstract
The assessment of achievement motives has mostly been realised in a broad manner, disregarding potential differences between content-specific achievement motives (e.g., regarding different school subjects). A sample of N = 1084 German high-school students (grades 9 and 10, mean age: 15 years) responded to a questionnaire in which the achievement motives “hope of success” and “fear of failure” were assessed (a) in general and (b) more specifically tied to different school subjects ( mathematics, physics, German, English). Confirmatory factor analyses confirmed the two achievement motive facets (i.e., hope of success, fear of failure) on a general level and within each subject. Analysing the school subject-specific achievement motives, four school subject-specific factors indicated separate content factors within each achievement motive facet. Model comparisons of the specific achievement motive items documented the importance of considering both aspects simultaneously: achievement motive facets and school subjects. Differential relationships between school subject-specific achievement motives and achievement (grades) revealed evidence regarding convergent and discriminant validity.
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