Academic achievement measured by a standard test over 4 subject matter areas, and a GPA score, were studied as a function of resultant achievement motivation (RAM) and academic achievement motivation (AAM) in 76 students. The contribution of RAM to achievement was negligible and nonsignificant, though AAM correlated significantly in a negative direction with achievement in natural science; the importance of the latter finding was discounted. It was concluded that achievement, as measured, was not a significant function of achievement motivation, as measured. Directions for future research were outlined.
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