Achievement Motivation in Children of Three Ethnic Groups in the United States

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Abstract
Children of three ethnic groups in the United States-Anglos, Blacks, and Mexican Americans-were asked to tell a story to each of seven line drawings depicting persons in a setting related to education. Stories were scored for n Achievement and family achievement (oriented toward achievement goals from which the family would benefit or that would gain recognition from family members). The results showed that Mexican-American and Black children scored higher on family achievement than did Anglo children. Anglos, however, scored higher on n Achievement. On those cards depicting parental figures, however, Mexican-American and Black children tended to score higher on n Achievement than Anglo children. Females in all three ethnic groups scored lower on n Achievement but higher on family achievement than males. It was concluded that contextual conditions are most important in expression of achievement motivation and that the particular form in which achievement is expressed is determined by the definition that culture gives to it.

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