Abstract
This report examines the independent and interactive contributions of achievement motivation and anxiety to performance on a cognitive task. Experimental manipulations of expectancy of success and presentation rate were selected as situations to arouse these personality variables. The results indicated that the positive effects of achievement motivation were constant regardless of situational manipulations, but under some circumstances situations facilitated performance in an additive manner. Anxiety had a differential effect on performance contingent upon levels of achievement motivation. These results offer some support for the framework outlined by M. S. Humphreys and W. Revelle (1984, Psychological Review, 91, 153–184).
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