Scales to Measure Autonomous and Social Achievement Values

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Abstract
Inventory scales were constructed through factor analysis of Bendig's (1964) and Costello's (1967) items and then lengthened through item-analyses on additional items. Split-half and test-retest reliabilities were acceptable. The autonomous value scale correlated with university examination performance, differentiated between part-time and full-time students, was related to attitudes changed by an achievement motivation course for high school underachievers and correlated with inventory scales that converge on achievement behavior; high scorers seem to be highly socialized and have internalized standards of excellence. The social-value scale was not related to achievement behavior but seems to reflect needs for recognition, succorance, and sociability; males found these values socially undesirable, yet obtained higher means than females.

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