Relationships between achievement-related motives and intelligence, performance level, and persistence.

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Abstract
Test Anxiety and Need for Achievement are related to intelligence, performance level (exam grades), and persistence (time spent in exams). Ss were 146 college students. Test Anxiety is negatively related to intelligence (p < .01) and grades (ns) and positively related to time spent in exams (p < .01). Relationships between Need for Achievement and the criterion variables are slight and nonsignificant. Other analyses employ combined motive scores which indicate the strength of Need for Achievement relative to the strength of Test Anxiety. The influence of perceived difficulty of exams on persistence is examined by using intelligence as a moderator variable. For Ss with high intelligence, there is a negative relationship between the combined achievement-related motives and time spent in exams; for Ss with low intelligence, the correlation is positive. The difference between the 2 correlations is significant and consistent with an interpretation based on Atkinson's model for risk taking. (25 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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