Abstract
Three indicators of effectance motivation were devised. A sample of 600 sixth graders was assessed on these measures and IQ scores were collected where available ( N = 359). Two of the measures of effectance motivation were ratings that were completed by each student's teacher in regard to the student. The other measure was a direct observation of each student's choice of either a hard problem or an easy problem, the choice of the hard problem being indicative of effectance motivation. It was found that these ratings are related to each other when IQ is controlled using a partial correlation analysis. The ratings also discriminate between students choosing the hard or easy problem. One of the ratings continues to discriminate between those choosing the hard or easy problem after IQ is eliminated. The methods devised are recommended for use in empirical explorations of the relationship of effectance motivation to individual differences in cognitive development, risk-taking, and creativity, among other constructs.
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