Torgrim Gjesme

ON THE CONCEPT OF FUTURE TIME ORIENTATION: CONSIDERATIONS OF SOME FUNCTIONs' AND MEASUREMENTs' IMPLICATIONS

Abstract Empirical studies have revealed contradictory results concerning future time orientation and various other factors. The lack of consensus between the concept and measurements is postulated to be the main reason for the diversity in results. It is necessary to differentiate between (a) experimentally induced future (time) orientation and future time orientation (FTO) considered as a personality trait, and (b) between dimensions of FTO and the manifestation and functional significance of these dimensions in behavior. It is suggested that measurements of FTO should be related to nonspecific situations in order to avoid that certain valences, and thereby different degrees of arousal of FTO, are induced in the FTO measure itself.

Assessment of Achievement Motives: Comments and Suggestions.

Abstract Nygard, R. & Gjesme, T. 1973. Assessment of Achievement Motives: Comments and Suggestions. Scand. J. educ. Res. 17, 39‐46. Measuring instruments usually employed in achievement motivation research are reviewed and appraised. The following conclusions are drawn; (a) the validity of the need for achievement tests, especially when used among females, is questionable; (b) the objective tests assumed to indicate the motive to approach success (Ms) are too little directed toward the affects, and too much directed toward the criterion in terms of behavior in performance situations; (c) the validity of objective tests assumed to measure the motive to avoid failure (Mf) seems questionable as far as females are concerned; (d) objective tests refer to specific situations (usually school situations) and thereby the scores reflect the degree of motivation more than the strength of the underlying motive. Suggestions for construction of new instruments are offered.

Slope of Gradients for Performance as a Function of Achievement Motive, Goal Distance in Time, and Future Time Orientation

It was predicted that (a) individuals high in motivation to approach success and low in motivation to avoid failure (approach-oriented) would increase their performance and (b) those with the opposite motivation constellation (avoidance-oriented) would decrease their amount of performance as a distant future achievement task (goal) approached in time. Furhter, it was assumed that individuals high in future time orientation (FTO) would perceive a distant future event (goal) as nearer in time than those who are low in FTO. This implies the hypotheses that (c) the slope of the positive goal gradient is steeper for those of the approach-oriented individuals who are low in FTO as compared with those who are high in FTO, and (d) the slope of the negative goal gradient is steeper for those of the avodiance-oriented individuals who are low in FTO as compared with those who are high in FTO. The results, based on 379 boys and girls (about 12 years old), supported hypotheses a and d, and left also some indications that supported hypotheses b and c.

Goal distance in time and its effects on the relations between achievement motives and performance

Abstract Based on Millers theoretical model, it is predicted that (1) pupils high in motive to approach success and low in motive to avoid failure (approach-oriented) would increase and (2) those with the opposite motive constellation (avoidance-oriented) would decrease their level of performance as a distant future goal approaches in time. These hypotheses were supported when number of problems solved correctly was used as measure of level of performance, while only Hypothesis 1 received support when number of problems attempted was employed. The hypothesis (3) that avoidance-oriented pupils would have a steeper slope of goal gradient for performance than the approach-oriented pupils, received no support.

General Satisfaction and Boredom at School as a Function of the Pupils' Personality Characteristics.

Abstract Gjesme, T. 1977. General Satisfaction and Boredom at School as a Function of the Pupils’ Personality Characteristics. Scandinavian Journal of Educational Research, 21 113‐146. It is assumed that the heterogeneous classroom situation generates medium subjective probability of success (Ps) in moderate‐ability boys and high‐ability girls. Atkinsons theory states that pupils of moderate Ps should have their achievement motives most strongly aroused. Consequently, the motives should be most influential in determining satisfaction as well as boredom at school for moderate‐ability boys and high‐ability girls, i.e. individuals with a strong motive to approach success and a weak motive to avoid failure (approach‐oriented) should experience the maximum of satisfaction and the minimum of boredom, while those with the opposite motive constellation (avoidance‐oriented) should experience the minimum of satisfaction and the maximum of boredom at school. None of the other ability‐by‐sex combination groups shoul...

Trait and State Anxiety before and after Competitive Performance

33 subjects were tested on competitive trait and state anxiety immediately before and after a competitive motor task of short duration (average performance time of 25 seconds). It required precise coordination of correct muscular activity, timing as well as speed, and physical strength that included explosive shifts in direction of movement. Two types of performance measures were employed, (a) number of errors during the performance and (b) the time it took to complete the motor task. Analysis showed a positive relation between trait anxiety and performance errors when a linear model was applied; however, when a curvilinear model was used, a strong significant U-relationship between errors and precompetition state anxiety emerged. Further, a strong positive linear relation between poststate anxiety and number of performance errors was observed. The results indicate that making errors in performance situations is a critical factor in producing postcompetition state anxiety.

Motive to Achieve Success and Motive to Avoid Failure in Relation to School Performance for Pupils of Different Ability Levels

Abstract Gjesme, Torgrim (1971). Motive to Achieve Success and Motive to Avoid Failure in Relation to School Performance for Pupils of Different Ability Levels. Scand. J. educ. Res. 00, 81‐99. Subjective probability of success (Ps) has been a neglected factor in studies regarding the relationships between achievement‐related motives and performance. Taking this factor into account, we expected that in a traditional classroom in which ability is heterogeneous, only pupils of average ability would have their achievement‐related motives aroused. The very bright pupil would not have his motives aroused, while the dull one would have his motive to avoid failure (Mf) aroused, but not his motive to achieve success (M,). The pattern of our results was in consonance with the hypotheses for boys in 7th grade. 1 This report is based on a cand. paed. thesis, carried out in 1968 at the Institute for Educational Research, University of Oslo, in which procedures and results are reported in considerably greater detail.

Worry and Emotionality Components of Test Anxiety in Relation to Situational and Personality Determinants

The amount of Worry and Emotionality components among pupils in Grade 6 with different motivational and cognitive characteristics was examined. A number of interactions indicated that the influence of both cognitive factors, i.e., ability and Future Time Orientation, and motivational factors, i.e., the achievement motives, on amount of Worry and Emotionality increased significantly as the perceived instrumentality (importance) of the school activity increased. Since it is the worry component which normally reduces quality of performance, one way to reduce worries at school for the pupils of low ability, the failure-oriented (highly anxious) pupils, the low future time-oriented pupils, and the girls, is to reduce the importance of the activity.

SEX DIFFERENCES IN THE RELATIONSHIP BETWEEN TEST ANXIETY AND SCHOOL PERFORMANCE

The present study was designed to examine the relationship between test anxiety and school performance in light of the achievement motivation theory. The reasoning was based on the following assumptions: (a) subjective probability of failure (Pt) in school work is determined by the individuals knowledge of his own relative ability; (b) Pt is inversely related to the pupils level of ability; (c) girls overestimate their Pt; (d) girls have a smaller spread in Pt than have boys. Taking these assumptions into account implied that in a traditional classroom in which ability is heterogeneous, only boys of moderate ability should have their test anxiety (Mt) strongly aroused and the resulting interference should deteriorate their performance. Neither the very bright nor the very dull boys should have their test anxiety (Mt) much aroused, and it should have no negative effects on their performance regardless of its strength. Further, girls of high ability should have their test anxiety (Mt) strongly aroused, while moderate and especially low ability girls should not have their Mt much aroused. The pattern of the results was mostly in accordance with the reasoning underlying these predictions.

The Achievement Motives Scale (AMS): theoretical basis and results from a first try‐out of a Czech form

Abstract The achievement motive concept refers to a relatively stable personality characteristic in terms of a capacity to anticipate affects in achievement situations. The motive to achieve success (M s ) refers to the individuals capacity to anticipate positive affects, and the motive to avoid failure (M f ) refers to a capacity to anticipate negative affects in achievement situations. Based, among other things, on the conceptualizations of motives, a measurement was constructed to tap the two aspects (M s and M f ) of motivation. Over the years the scale has been translated to several languages and used in a number of studies. The Czech version of the scale is an adapted translation of the English one, and was administered to 179 pupils in the sixth grade in 1989. Further, the subjects were retested after an interval of 12 weeks. The analyses indicate that the psychometric properties of the Czech version of AMS are promising.