Goals and Achievement Orientations of Anglo and Mexican-American Adolescents in Sport and the Classroom

The purpose of this study was to analyze the situational perspectives on achie vement motivation held by two distinct social groups in a multicultural setting. It was assumed, in contrast to previous perspectives (Atkinson, 1964; McClelland, 1961; Weiner, 1974), that the motivation to achieve is a complex and multidimen sional construct. In this investigation, it was deemed important to consider that achievement motivation evolves around the demonstration of a desirable and valued characteristic, behavior, and/or outcome. This demonstration is based on some standard of excellence which entails social comparison (ego-involvement) or is dependent on personal goals on the requirements of a task (task-involvement). Further, in an achievement situation, it was assumed that individuals attempt to secure success and/or avoid failure which reflect on the individual and/or group. The present study found cultural, sex-linked and situational variations in achievement goals (or definitions of success and failure) and the preferred means to attain these goals (achievement orientations). An awareness of such differences between distinct cultures in diverse achievement situations may help us better understand the achievement behaviors of individuals.