Achievement Motivation in Canadian Indian, Middle- and Working-Class Children

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Abstract
Sixty-sis elementary school children from three sub-cultural groups (B. C. Indian, white middle- and white working-class) were given 50 trials on a concept learning task under conditions of material (candy) or non-material (light flash) reward. There was a significant interaction between subculture and reward condition, middle-class whites performing better than Indian or working-class white children under non-material reward but not under material reward. Two other results were obtained consistent with the hypothesis that middle-class children differ from the other two groups on measures related to achievement motivation. The middle-class child was more likely than his Indian or working-class peer to tell stories to projective stimuli containing achievement imagery and to prefer a larger, delayed reward to a small immediate one.

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