Using Achievement Motivation Theory to Explain Student Participation in a Residential Leadership Learning Community uri icon

abstract

  • This study sought to examine student motives for participating in a residential leadership learning community for incoming freshmen using McClellands Achievement Motivation Theory (McClelland, 1958, 1961). Eighty-nine students began the program in the Fall 2009 semester and were administered a single, researcher-developed instrument. Responses to an open-ended question that asked students what their primary motive for participating in the voluntary, residential leadership learning community were analyzed using deductive content analysis techniques (Fraenkel & Wallen, 2009; Patton, 2002) and categorized according to McClellands Achievement Motivation Theory as the need for Achievement, the need for Power, the need for Affiliation, or any combination thereof. Results demonstrated that while all three needs were found within the responses, the need for Achievement and the need for Affiliation were more common motives for joining the voluntary, residential leadership learning community.

published proceedings

  • Journal of Leadership Education

author list (cited authors)

  • Moore, L. L., Grabsch, D. K., & Rotter, C.

citation count

  • 29

complete list of authors

  • Moore, Lori L||Grabsch, Dustin K||Rotter, Craig

publication date

  • July 2010