Narcissistic Personality and Its Relationship with Achievement Motivation among Players of Some Team Sports

This research aims to determine what motivates children to participate in the after-school basketball class. To that end, 220 subjects were selected through random sampling in April 2006 from among participants in basketball classes operating in Daegu and North Gyeongsang Province. Data were analyzed using t-test or one-way analysis of variance. The analysis based on research hypotheses came up with the following results. First, as to their basketball class participation motivation by gender, the male group had a higher level of motivation of cleanness, physical aptitude, professionalism, demonstration of show-off, achievement, and spontaneity. Second, as to their basketball class participation motivation by school year, there was a statistically significant difference in all types of motivation, and elementary schoolers in higher school grades had a higher level of motivation than middle school students. Third, as to their basketball class participation motivation by religion, other group and Buddhist group had a higher level of motivation. Fourth, as to their basketball classroom participation motivation by their parents` occupation, participants with their parents` occupation being professional had the highest level of motivation. Fifth, as to their basketball classroom participation motivation by region, residents in cities and counties, overall, had a higher level of motivation. In particular, residents in cities and counties had a high level of motivation of physical aptitude, demonstration of show-off, and spontaneity. Sixth, The villa-residents group had a higher level of motivation than the apartment-residents group. Seventh, the house-owning group had a higher level of cleanness motivation, and the rented-house group had a higher level of motivation of show-off and achievement. Eighth, as to their basketball classroom participation motivation by participation period, The 1 to 6-month group had the highest cleanness motivation level, the 1 to 2 year or lower group had the highest physical aptitude motivation level, and the 7 to 12-month group had the highest level of motivation of show-off, achievement and spontaneity. Ninth, as to their basketball classroom participation motivation by participation attitude, The positive-participants group had a high level of motivation of physical aptitude and spontaneity. Tenth, as to their basketball classroom participation motivation by participation frequency, the weekly four-time or more participants group had the highest level of all types of motivation. Eleventh, as to their basketball classroom participation motivation by preference over basketball, The group which liked basketball had a higher level of physical aptitude motivation, while the group which did not like basketball had the highest level of motivation of cleanness, achievement and spontaneity.

The article considers the influence of corporate socio-psychological climate on employees’ achievement motivation. Socio-psychological climate is regarded as an integral characteristic of the system of interpersonal relations within a group and an attitude toward professional activity and a component of corporate culture. Achievement motivation is associated with an individual striving to perform better and reach high outcomes which can be recognized as successful. Achievement motivation is reckoned as a combination of two motives – a motive to achieve success and a motive to avoid failure. Based on the findings of empirical research, the authors analyzed the correlation between the levels of socio-psychological climate (assessed by organization employees) and the levels of achievement motivation. It was found that surveyed company employees demonstrated an average level of psychological climate, which is characterized by higher indices of responsibility, unity, and good organization. Such indices as awareness and sociability predominated in participants with a low level of corporate SPC. It was established that respondents had medium high and average levels of motivation to achieve success. Thus, a higher level of psychological climate is followed by higher work satisfaction than at a lower level of SPC. An analysis of correlations between levels of socio-psychological climate and achievement motivation proves that respondents with average SPC have a medium high or somewhat high level of motivation to achieve success and average and somewhat low levels of motivation to avoid failure. Average and somewhat low levels of motivation to achieve success and somewhat high and average levels of motivation to avoid failure is peculiar to respondents with low SPC. A correlation between indicators of unity, responsibility, organized nature, and collectivism and motivation to achieve success was determined. As a result, one can believe that in companies with a more favorable psychological climate, employees have somewhat higher indices of motivation to achieve success.

This study aimed to demonstrate the prevailing leadership styles among secondary school principals in Haifa District in the Palestinian interior and their relationship to the level of achievement motivation among teachers. The descriptive, correlational approach was used, as it is considered more appropriate for this type of study. The study relied on two questionnaires to collect data, the first related to the leadership styles of secondary school principals, and the second related to teachers’ achievement motivation. The study population consisted of all secondary school teachers in Haifa District in the Palestinian Interior, numbering (3193) male and female teachers. The study sample consisted of (398) male and female teachers, the results showed that the prevailing level of leadership style among secondary school principals in the Haifa District in the Palestinian interior is the democratic leadership style, followed by the autocratic style, while the transmission style came in last. The results showed that there are no statistically significant differences in leadership styles due to the variables of gender and experience. The results also showed that the level of achievement motivation among teachers was high, and that there were statistically significant differences attributed to the gender variable, there are no statistically significant differences for the experience variable, and the results showed that there is a positive correlation between the democratic style and achievement motivation among teachers. The greater the democratic style, the greater their achievement motivation, and the absence of a correlation between the autocratic style and achievement motivation among teachers. The results also showed the existence of a relationship, there is a negative correlation between the improvisational style and teachers’ achievement motivation. the greater the transmission style, the lower the teachers’ achievement motivation

The research aims to - Identify the level of motivation of phsical achievement for volleyball players in the scientific and humanitarian colleges . - Identify the differences between the level of motivation of phsical achievemen for volleyball players of both scientific group and humanitarian group of colleges. - Identify the differences between the players of both of scientific and humanitarian colleges. The sample incluled (60) players representing six teams of colleges of the University of Mosul, by (3) teams of each of the scientific community and humanity at a rate of (10) players from each team, the researchers used measure of motivation of phsical achievemen which was prepared by (Mohammad Hassan Allawi, 1998). The researchers used the bages (spss) for statistical data processing to obtain the arithmetic mean, standard deviation and t-test, analysis of variance. After viewing the results and discussed them the researchers found the following: - There were high level of motivation of phsical achievemen for volleyball players of colleges of the University of Mosul. - There were no significant differences of motivation of phsical achievemen for volleyball players for the two sets of college science and humanity. Acording to these results the researchers recommended the following: - Emphasis on the psychological aspects because of its effect in promoting self-confidence and motivation of achievement. - Pay aHention to the development of elements of physical fitness in general and focus on developing the components of fitness for a game of volleyball. - Conduct similar research in a variety of other games.

Adolescence is one of the important periods of life. It is characterized by innumerable and unique problems. Emotional Maturity is said to be the foundation for leading a happy and contented life. Achievement motivation is considered a prerequisite for success, not only in academic, but also in sports and job related situations. A correlational research design was used to assess the emotional maturity and achievement motivation among adolescents of working mothers. A total of 100 adolescents were selected by purposive sampling method in selected secondary schools, Tirupati. Tools used for conducting the study were a set of demographic variables, Emotional maturity Scale (Singh & Bhargava, 1991) to assess the emotional maturity and Achievement motivation Scale (Deo & Mohan, 1985) to assess the achievement motivation . Data were analyzed with the help of descriptive and inferential statistics. The major findings of the study was among 100 adolescents, 22 (22%) were extremely stable, 13(13%) were moderately stable, and 32(32%) were unstable, 33(33%) adolescents were extremely unstable. Among 100 adolescents, 21(21%) had low level of achievement motivation, 71(71%) had average level of achievement motivation, 08(08%) had high level of achievement motivation. This study showed that there was a significant moderate negative correlation (-.525) at 0.01 level exists between the emotional maturity and achievement motivation among adolescents. This study concludes that the necessity of developing stable emotional maturity and high achievement motivation through good personality development, able to control his emotions and tendency to strive for success in scholastic performance.

In the article we have described the investigation about image of self as a specialist in the students of psychological specialty. We have realized the theoretical analysis on the basic of which we’ve allocated some components of professional image of self. There was found that about 34 % of students have low level of achievement motivation, and only 11 % of student have high level of one. On second stage of the investigation, we have researched differences of image of self in students with different level of achievement motivation. The high level of achievement motivation promotes to increase self-confidence, and to focus on client’s problems. The low level of achievement motivation deceased self-confidence. Such person strives to avoid any failures. Their professional position is more self-centered. The achievement motivation also determines in the self-actualization. The main differences were discovered in the scale “Orientation in the time”. The respondents with high measures of this scale have a high level of achievement motivation, too. The person with high level of achievement motivation has a more positive view on others. The scale “Autonomy” demonstrates a level of mental health. Only 38% of respondent with low level of achievement motivation achieved the autonomy but between the persons with high level of achievement motivation this percent is 65 %. The result of interview demonstrates absolute certainty of respondents in the evaluation of their profession for society. Thus, the respondents with low level of achievement motivation focus on the level of their knowledge and the fear “losing reputation”. The respondents with high level of achievement motivation are more self-confidence. They have attitude “do no harm”.

The aim of this study is to find out the significant differences among the players of individual and team sports, on the variable achievement motivation and locus of control. A group of three hundred and fifty (N=350) male players of individual and team sports, aged between 20 to 25 years were purposively selected for this study. They were further divided into two groups: A (individual game) and B (team game). It was hypothesized that there may not be significant differences with regard to achievement motivation and locus of control among individual and team game players. The significance between-group differences were assessed using the student’s t-test for dependent data. The level of p < .05 was considered significant. Significance between group differences were found among the players of individual and team sports on the variable achievement motivation whereas no significance between group differences were found among the players of individual and team sports on the variable locus of control. Considering the various parameters as applied on different sets of subjects the results prove to be variant in nature and scope in relation to achievement motivation whereas results prove to be identical in respect to locus of control. Key words: Achievement motivation, locus of control, individual sport, team sport.

The critical role of psychological features in talent identification research is well established. What remains open is how they should be captured, as self-report as well as coach-rating approaches can be subject to bias when used for talent selection purposes (e.g., social desirability and halo effect). The purpose of this study was to examine which of three different approaches (self-report, coach-rating, and a combination of both) to assess constructs related to achievement motivation offers the highest validity for predicting performance levels of youth athletes in individual and team sports over a two-year period using binary logistic regression models and the DeLong test. Descriptively, the combination model displayed the highest predictive validity, followed by coach-ratings and self-reports. However, only the comparison of the combination and self-report models displayed meaningful differences. The findings do not allow a definitive conclusion, but coach-ratings might be the least biased and most cost and time effective approach.

We examine how employees’ relationally embedded context influences the impact of achievement motivation on their use of voice, a challenging yet constructive discretionary behavior. Specifically, we integrate person–environment (P-E) fit theory and social exchange theory to investigate how relationship quality influences the joint impact of leader and employee achievement motivation congruence on employee voice. Using polynomial regression with response surface modeling to analyze data from 953 leader–employee pairs across two empirical studies, we find that employees are more inclined to speak up when leader–employee achievement motivation is congruent at high versus low levels and that the effects of incongruence are non-significant and symmetric. By examining relationship quality as a moderator, we unpack conditions that elicit significant, asymmetrical effects of leader–employee incongruence in achievement motivation (leader high–employee low versus leader low–employee high on achievement motivation). We hypothesize and find that when relationship quality is high, the effects of incongruence diverge: Employees are more willing to exhibit voice behavior when their leader’s motivation is high, regardless of their own low level of achievement motivation, but are less willing to exhibit voice behavior when their leader’s motivation is low, regardless of their own high level of motivation.

The purpose of this study is to examine the achievement motivation of individuals who continue their sporting careers as licensed athletes in various sports branches. The research involved 258 randomly selected volunteers who are actively engaged in various sports at the high school and university levels. The data collection instruments used in the study were the ‘Sports Achievement Motivation Scale’, developed by Willis (1982) and adapted to Turkish by Tiryaki and Gödelek (1997), and a personal information form prepared by the researcher. The personal information form consisted of 6 questions aimed at obtaining information about the participants’ gender, age, educational status, sports branch, athletic background, and personal development book reading habits.Statistical analyses of the obtained data were performed using the SPSS 27.0 package program. Personal information, total inventory scores, and factor scores of the candidates were presented using frequency (f) and percentage (%) values. One-way analysis of variance (LSD) test statistics were used to compare the scores obtained from the scales.The results revealed significant differences based on age, educational status, athletic background, and personal development book reading habits (p&lt;0.05). However, no significant differences were found in terms of gender and sports branch variables (p&gt;0.05). When examining the overall achievement motivation averages of the athletes, it was determined that they possessed low levels of achievement motivation.

Alternative DSM-5 Model for Personality Disorders

This research aimed to identify the effect of learning patterns on the achievement motivation of public-school students in Irbid governorate. The descriptive correlative approach was used to achieve the goal of the research, and a questionnaire was selected as an instrument to collect data. The sample of the study included 277 students who were chosen by the simple random method. The results of the study showed that public school students tend to use different learning styles during the learning process at a high level, where the mean scores for the learning styles dimension reached (4.0587). The results also revealed that public school students have a high level of achievement motivation, where the mean score was (3.8621). The findings showed that there is a direct statistically significant relationship between learning patterns and achievement motivation among public school students, and there is a statistically significant effect of learning patterns on achievement motivation among public school students, and the possibility of predicting achievement motivation through learning patterns among public school students.

The current study aimed to reveal on Motivation for achievement for gifted students from the school's students at Ajloun Governorate in the light of some demographic variables (Gender, grade, and educational level of father and mother, and the economic level of the family).To achieve the purposes of the study, the researcher used a scale of Motivation for achievement depending on the theoretical framework of the foundations of guidance and Psychological counseling that the researcher developed it to suit the study sample. The validity and reliability of the scale were high, the sample consists of (127) students from Gifted students who were selected stratified randomly from upper primary and secondary classes, the arithmetic averages (T.test) and one-way analysis of variance were found. The results of the study showed that the level of Motivation for achievement among gifted students was high, and there were statistically significant differences at the degrees level of Motivation of achievement among gifted students at the level (α≤ 0.05)at grade variable in favor of seventh grade. And there weren't any statistically significant differences at gender, the educational level of parents and the economic level of the family, The results also showed that there were a positive correlation Statistical significance at the level(α≤ 0.05) between motivation for achievement and academic achievement, The results were also discussed in the light of theoretical literature and previous studies and some recommendations were proposed based on the study results.

INTRODUCTIONRespect for ourselves guides our morals; respect for others guides our manners-Laurence SterneAdolescents - young people between the ages of 10 and 19 years can be considered the transitional stage from childhood to adulthood. Adolescence can be a time of both disorientation and discovery. This transitional period can bring up issues of independence and self identity. It is one of the most fascinating and complex transitions in the life span; a time of accelerated growth and change second only to infancy. Its beginning is associated with biological, physical, behavioural and social transformations.The first systematic approach to develop the concept of achievement motivation was initiated by David McClelland and his associates (Atkinson and Raynor, 1974; McClelland, 1961). McClelland defined achievement motivation as a learned motive, unconscious in nature, resulting from reward or punishment of specific behavior. He described achievement motivation as a uni-dimensional construct in which individuals are characterized as being at or ends of a motivational continuum (McClelland, 1988). McClelland (1988) suggests that individuals with low achievement motivation have high levels of either affiliation motivation or authority and power motivation. Individuals with high achievement motivation are primarily concerned with how well they are doing, while individuals with high affiliation motivation concentrate more on the way people feel about them. Individuals with high authority and power motivation are most interested in increasing personal status and prestige. Dweck and Leggett (1988), propose a goal-centered theory in which they explain that different kinds of achievement motivation manifest depending on the type of goals an individual is pursuing. Mastery goals have to do with mastering a particular task, learning skills and seeking intrinsic rewards. Performance goals, on the other hand, have to do with demonstrating one's ability in performing a task, gaining positive evaluation from others and seeking extrinsic rewards. It has been found that individuals who seek mastery goals have more positive performance outcomes such as challenge seeking, and mastery-oriented responses to failure than individuals who maintain a more performance goal orientation (Dweck and Leggett, 1988). Elliot and Church (1997) elaborated on this goal-centered theory of achievement motivation by examining the influence of approach versus avoidance achievement orientations on performance and mastery goal outcomes.The motivation process can be considered to be one of the decisive factors in the educational process. The period we live in puts emphasis on one's independence, personality and individuality, self-sufficiency, achievement and success. All people long for achievement because it is connected with success, prestige and admiration from other people. Positive acceptance from other people is also reflected in individual's self-concept and self-confidence and, in this way, it increases their ego-value. The need for positive acceptance from others, mainly from their peers, is important especially in adolescents. Adolescents start to think about their possibilities and prospects for the future and realize that with respect to their age potential failures and dissatisfaction with their current performance can be compensated in the future. A majority of research suggests that there is generally a decline in motivation during adolescence (Anderman, Maehr and Midgley, 1999; Murphy and Alexander, 2000 and Marsh, 1994). Atkinson (1957) found that achievement motivation was a function of both desire for success and fear of failure.Moral behavior means behavior in conformity with the moral code of the social group. Truly moral behavior is something which is carried out in a voluntary way; it is conduct which is regulated from within. Moral behavior is accompanied by a feeling of personal responsibility for one's acts. …

Problem Statement: Achievement in sports demands specific behavior from an athlete.. The performer in such events must have ability to assess the situation, select the response, decide quickly and then implement it with determined efforts. Approach: This study was focused to examine the levels of achievement motivation, emotional and social adjustment among international and national players of basketball, hockey and handball games. Subjects (N = 240) were administered Achievement Motivation Test and Adjustment Inventory Analysis of variance (2×2 factorial design) was applied to find out the significance of differences and interaction of gender and performance. Descriptive values were worked to find out the direction of differences and t-test was used to find out significance of inter sport differences. Results: International players had higher levels of achievement motivation (M = 27.42, SD = 4.16) as compared to the National level players (M = 24.84, SD = 3.98), F = 27.33 (p<0.01). No significant gender differences were notices on this construct. On emotional adjustment, the international players were emotionally better adjusted as compared to the national level players (M = 12.25 and 13.46 respectively, F = 8.39, p<0.01: low scores indicated better level of adjustment). International players were better adjusted socially (M=7.19) than national players (M=7.80), F=6.30, p<0.01. Male players were better adjusted both emotionally and socially as compared to female players. Male basketball and hockey players were emotionally and socially better adjusted than handball players. Among female players, handball group was better than basketball group on achievement motivation; basketball and handball groups were better than hockey group on emotional adjustment; whereas on social adjustment, basketball group was better than hockey group. Conclusions: The results provide evidence that high achievement motivation is a vital factor that distinguishes high level performers. Emotional stability and social adjustment were also the critical factors that differentiated between high and low level performers. Implications of the results regarding inter sports differences are also discussed.