The Achievement Motivation Profile evaluates achievement motivation and is intended for underachievement students. Specifically, academic performance and the personal factors affecting it are what is targeted by the AMP.
This Self-report measure includes 140 descriptive statements ultimately assessing achievement motivation. Suitable for high school and college students, the AMP needs 20 to 30 minutes for completion.
Authors
Jotham Friedland, Harvey Mandel, & Sander Marcus
Reliability and Validity
The psychometric properties for the Motivation for Achievement Profile, overall, have good results. Alpha coefficients ranged from 0.58 to 0.84, averaging 0.75. Over a 60 day time period, a sample of 122 Canadian high school had an estimated 0.61-.89 test-retest reliability scores. The AMP correlated considerably with the overall grade-point averages of high school students’ (Mandel and Gavin, 1991). Most of the AMP scales were supported to be able to identify between a number of different groups among students – academic problems, conduct disorders, and overanxious.
Where to Purchase
http://portal.wpspublish.com/portal/page?_pageid=53,103169&_dad=portal&_schema=PORTAL
References
Erikson, E. (1963). Childhood and society (2nd ed.). New York: W. W. Norton
Mandel, H. P., & Marcus, S. I. (1988). The psychology of under achievement: Differential diagnosis and differential treatment. In I. B. Wiley (Series Ed.), Wiley series on personality processes. New York: John Wiley & Sons.
Mandel, H. P., & Gavin, D. (1991). Correlations between MAI scales and both intelligence and academic performance in a high school sample. Unpublished study, Institute on Achievement and Motivation, York University, Toronto.
Mahy, A. (in press). Validation of MAI using semi-structured interviews to diagnose types of high school underachievers. Master’s thesis, Department of Psychology, York University, Toronto.
Review of the Achievement Motivaiton Profile by Steven V. Owen . University of Texas Medical Branc.
Review of the Achievement Motivation Profile by Jay R. Stewart. Bowling Green State University.
Dissertations and Journals
Amy Strage (1997). Agency, Communion and Achievement Motivation. Journal article by Amy Strage; Adolescence, Vol. 32, 1997.
Wilkinson, J. Tim; Wells, Elisabeth J.; Bushnell, A. John (2004). Are differences between graduates and undergraduates in a medical course due to age or prior degree. Medical Education, Vol. 38, Issue 11, 1141-1146.
Drago, Judy M. (2004). The relationship between emotional intelligence and academic achievement in nontraditional college students.
