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What happens when people \"achieve\"? Why do reactions to \"achievement\" vary so profoundly? And how might an anthropological study of achievement and its consequences allow us to develop a more nuanced model of the motivated agency that operates in the social world? These questions lie at the heart of this volume. Drawing on research from Southeast Asia, Europe, the United States, and Latin America, this collection develops an innovative framework for explaining achievement's multiple effects-one which brings together cutting-edge theoretical insights into politics, psychology, ethics, materiality, aurality, embodiment, affect and narrative. In doing so, the volume advances a new agenda for the study of achievement within anthropology, emphasizing the significance of achievement as a moment of cultural invention, and the complexity of \"the achiever\" as a subject position.

The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-average achievement on academic self-concept, is one of educational psychology’s most universal findings. However, critiques of this research have proposed moderators based on achievement motivation theories. Nevertheless, because these motivational theories are not sufficiently well-developed to provide unambiguous predictions concerning moderation of the BFLPE and underlying social comparison processes, we developed a Theory-Integrating Approach; bringing together a panel of experts, independently making theoretical predictions, revising the predictions over several rounds based on independent feedback from the other experts, and a summary of results. We pit a priori hypotheses derived from achievement motivation theories against the more parsimonious a priori prediction that there is no moderation based on previous BFLPE empirical research and Darwinian-economic theory (N = 1,925 Hong Kong students, 47 classes, M age = 12 years). Consistent with both BFLPE research and Darwinian perspectives, but in contrast to achievement motivation theory predictions, the highly significant BFLPE was not moderated by any of the following: prior achievement, expectancy-value theory variables, achievement goals, implicit theories of ability, self-regulated learning strategies, and social interdependence theory measures. Although we cannot “prove” that there are no student-level moderators of the BFLPE, our synthesis of social comparison posited in the BFLPE theory and an evolutionary perspective support BFLPE’s generalizability. We propose further integration of our Theory-Integrating Approach with traditional Delphi methods, combining quantitative and qualitative approaches to develop a priori theoretical predictions and identify limitations in existing theory as an alternative form of systematic review.

Introduction: The school principal's authoritarian practices, including coercion, intimidation, threats, and lack of understanding, negatively impact staff relationships, morale, and efficiency, ultimately harming the educational institution. Objective: This study examines the authoritarian practices of school principals and their relationship with achievement and motivation levels among physical education teachers in Jordan. Methodology: The population consisted of all physical education teachers in Zarqa Education Directorate, totaling 205 teachers. The sample comprised 72 school teachers. Results: The study found that teachers are subjected to authoritarian practices by principals to a moderate degree in all areas, while the level of achievement motivation among physical education teachers was low in all areas. The study did not find statistically significant differences in achievement motivation based on gender, while there were differences in the field of student affairs in the authoritarian practices variable based on gender, in favour of females. The study also found statistically significant differences in the areas of “relationship with the school community, ambition and excellence, initiative” regarding authoritarianism, and all differences were in favour of those with more experience. Discussion: The study reveals Jordanian physical education teachers face moderate authoritarian practices and low achievement motivation, negatively impacting their professional output and supporting theories like Self-Determination Theory. Conclusions: The study reveals that moderate authoritarian practices in Jordanian schools negatively affect the motivation of physical education teachers, highlighting the need for democratic leadership models and collaborative practices. Introducción: Las prácticas autoritarias de los directores escolares, que incluyen coerción, intimidación, amenazas y falta de comprensión, afectan negativamente las relaciones del personal, la moral y la eficiencia, lo que finalmente perjudica a la institución educativa. Objetivo: Este estudio examina las prácticas autoritarias de los directores escolares y su relación con los niveles de logro y motivación entre los docentes de educación física en Jordania. Metodología: La población del estudio estuvo compuesta por todos los docentes de educación física de la Dirección de Educación de Zarqa, con un total de 205 docentes, hombres y mujeres. La muestra del estudio comprendió 72 docentes escolares. Resultados: El estudio encontró que los docentes están sometidos a prácticas autoritarias por parte de los directores en un grado moderado en todas las áreas, mientras que el nivel de motivación de logro entre los docentes de educación física fue bajo en todos los ámbitos. El estudio no encontró diferencias estadísticamente significativas en la motivación de logro basadas en el género, mientras que sí hubo diferencias en el ámbito de asuntos estudiantiles en la variable de prácticas autoritarias según el género, a favor de las mujeres. Asimismo, se encontraron diferencias estadísticamente significativas en las áreas de “relación con la comunidad escolar, ambición y excelencia, iniciativa” en relación con el autoritarismo, y todas las diferencias fueron a favor de aquellos con mayor experiencia. Discusión: El estudio revela que los docentes de educación física en Jordania enfrentan prácticas autoritarias moderadas y bajos niveles de motivación de logro, lo que afecta negativamente su desempeño profesional y respalda teorías como la Teoría de la Autodeterminación. Conclusiones: El estudio demuestra que las prácticas autoritarias moderadas en las escuelas jordanas afectan negativamente la motivación de los docentes de educación física, lo que subraya la necesidad de modelos de liderazgo democrático y prácticas colaborativas. Introdução: As práticas autoritárias dos diretores escolares, que incluem coação, intimidação, ameaças e falta de compreensão, afetam negativamente as relações entre os funcionários, a moral e a eficiência, prejudicando, em última análise, a instituição de ensino. Objectivo: Este estudo examina as práticas autoritárias dos directores escolares e a sua relação com os níveis de desempenho e motivação entre os professores de educação física na Jordânia. Metodologia: A população do estudo foi constituída por todos os professores de educação física da Direção de Educação de Zarqa, com um total de 205 professores do sexo masculino e feminino. A amostra do estudo incluiu 72 professores. Resultados: O estudo constatou que os professores são sujeitos a práticas autoritárias por parte dos diretores num grau moderado em todas as áreas, enquanto o nível de motivação para o desempenho entre os professores de educação física foi baixo em todos os domínios. O estudo não encontrou diferenças estatisticamente significativas na motivação para o desempenho com base no género, enquanto se verificaram diferenças na área dos assuntos dos alunos em relação à variável das práticas autoritárias por género, favorecendo as mulheres. Da mesma forma, foram encontradas diferenças estatisticamente significativas nas áreas de \"relação com a comunidade escolar, ambição e excelência e iniciativa\" em relação ao autoritarismo, e todas as diferenças foram a favor daqueles com mais experiência. Discussão: O estudo revela que os professores de educação física na Jordânia enfrentam práticas autoritárias moderadas e baixos níveis de motivação para a realização, o que afeta negativamente o seu desempenho profissional e corrobora teorias como a Teoria da Autodeterminação. Conclusões: O estudo demonstra que as práticas autoritárias moderadas nas escolas jordanas afetam negativamente a motivação dos professores de educação física, sublinhando a necessidade de modelos de liderança democrática e de práticas colaborativas.

Previous studies have examined learner factors such as anxiety, self-efficacy, and achievement motivation in ESL/EFL (English as a second language/English as a foreign language) writing. Studies have affirmed that self-efficacy and achievement motivation could enhance writing performance, whereas anxiety may hinder writing achievement. This study aimed to examine individual differences in Iraqi EFL learners’ writing anxiety, writing self-efficacy, and writing achievement motivation in the Iraqi EFL context. A quantitative approach, specifically the correlational design, was employed to examine the abovementioned relationships. The sample of the study comprised 100 Iraqi undergraduate students majoring in English language from two Iraqi public universities. Data were collected via four instruments: three questionnaires, namely, Second Language Writing Anxiety Inventory (SLWAI), Writer Self-Perception Scale (WSPS) and Achievement Goal Questionnaire (AGQ), and one descriptive writing task. The findings of this study discovered that the higher the writing anxiety level, the poorer the writing performance, whereas the higher the writing self-efficacy and writing achievement motivation level, the better the writing performance. The findings of this study also indicated that both writing self-efficacy and writing anxiety, and writing anxiety and writing achievement motivation were negatively correlated, whereas writing self-efficacy and writing achievement motivation were significantly and positively correlated. This study suggests that these factors need to be taken into consideration in EFL writing instruction to facilitate the teaching and learning process of EFL writing, which in turn would help enhance the EFL undergraduates’ writing ability.

Achievement motivation is a particular category of an employee’s motives towards professional development, associated with positive emotions in challenging task-oriented situations. Our objective was to determine the effect of selected sociodemographic and work-related variables on achievement motivation according to the Achievement Motivation Inventory (LMI) for professionally active nurses. The study included 830 Polish nurses. We have applied the diagnostic survey method, the questionnaire technique, using the LMI and the authors’ survey questionnaire. A statistically significant ( p  < 0.05) positive correlation was demonstrated between the respondents’ age and the LMI scales: Independence ( r  = 0.15), Confidence in success ( r  = 0.11), Dominance ( r  = 0.10), Eagerness to learn ( r  = 0.12), Compensatory effort ( r  = 0.08), Flow ( r  = 0.10), Self-control ( r  = 0.14). With respect to the effect to educational background on achievement motivation according to the LMI, it was concluded that for all statistically significant relationships, a higher mean level of the characteristic under study was noted in the group of respondents with higher education compared to the individuals with secondary education ( p  < 0.05). Data analysis showed statistically significant differences ( p  < 0.05) in the achievement motivation according to the LMI of the nurses under study, depending on the completion of the nursing specialisation programme. For all statistically significant differences, a higher mean level of the characteristic under study was noted in the group of nurses who use EBNP at work compared to those who do not use EBNP. The strongest effect of the impact of this variable on the characteristics under study was noted for the variables Eagerness to learn (d = 0.41; 95% CI [0.27; 0.55]), Preference for difficult tasks (d = 0.39; 95% CI [0.25; 0.54]), Self-confidence (d = 0.39; 95% Cl [0.24; 0.53]), and Flexibility (d = 0.34; 95% Cl [0.19; 0.48]).

Most previous studies have attempted to explore how different personal, familial, or school factors are linked to academic stress in Western countries. However, relatively less research has incorporated these different factors into one model to examine the most crucial correlate(s) that predict academic stress, particularly in the East Asian context, where the level of academic stress among adolescents is high. This study examined how perfectionism, social-oriented achievement motivation, parental aspiration for achievement, parent–child relationship, emphasis on academics in school, and school climate work together to predict academic stress in Hong Kong. One thousand eight hundred and four students from eight secondary schools in Hong Kong participated in this study. The results indicate that perfectionism, social-oriented achievement motivation, parent–child relationships, and emphasis on academics in school have significant associations with academic stress, while perfectionism and social-oriented achievement motivation, the two factors from the personal domain, are the dominant drivers of academic stress. In addition, these findings applied to both genders. As the significant correlates come from the personal, familial, and school domains, this study recommends multilevel interventions for decreasing the level of academic stress. In addition, this study also suggests further research directions to examine the psychosocial mechanism between the correlates and academic stress.

PurposeBased on achievement motivation theory and two-factor theory, this research aimed to synergize cooperative goal interdependence (refer to possessing incentive factors) and illegitimate tasks (refer to the absence of security factors) and build a triple interaction model in the process of performance pressure affecting employees’ thriving at work.Design/methodology/approachThis research collected 291 valid data through a two-point time-lagged method to test the direct effect of performance pressure on employees’ thriving at work and its moderating mechanism.FindingsPerformance pressure has a significant positive effect on employees’ thriving at work. Cooperative goal interdependence imposes an enhanced moderating effect between performance pressure and employees’ thriving at work. Illegitimate task imposes an interfering moderating effect between performance pressure and employees’ thriving at work and further interferes the enhanced moderating effect of cooperative goal interdependence.Practical implicationsUnder the premise of advocating for employees to internalize performance pressure originating from the organizational performance management system into their own achievement motivation, leaders should establish incentive systems and security systems for employees to realize self-achievement through the process of goal management and task management.Originality/valueThis research confirmed the joint determination of incentive effect and insecurity effect on employees’ achievement motivation by cooperative goal interdependence and illegitimate task and revealed the boundary conditions of employees’ choice of thriving at work.

PurposeThis study investigates the factors influencing the intention to use Islamic Debt Financing (IDF) among owners-managers of Micro, Small, and Medium Enterprises (MSMEs) in Morocco.Design/methodology/approachWe developed and validated a comprehensive model that examines the key behavioral elements affecting attitude towards IDF, entrepreneurial achievement motivation, and IDF usage intention. Entrepreneurial achievement motivation was assessed as a mediator in the relationship between attitude towards IDF and usage intention. Gender and Islamic religiosity were examined as moderators through Multi-Group analysis. Utilizing data from 266 Moroccan MSMEs, we applied structural equation modeling for empirical evaluation.FindingsResults revealed direct relationships with financial literacy, risk perception, and cost perception negatively affecting attitude toward IDF. Financial suitability is inversely related to attitude toward IDF. Entrepreneurial self-efficacy and subjective norms positively influenced entrepreneurial achievement motivation. Attitude toward IDF positively impacted entrepreneurial achievement motivation, and both attitude toward IDF and entrepreneurial achievement motivation were linked to the intention to use IDF. Empirical findings indicated that entrepreneurial achievement motivation partially mediates the relationship between attitude towards IDF and usage intention. Multi-group analysis revealed a significant moderating effect of Islamic religiosity on three out of nine structural relationships.Research limitations/implicationsThis study is primarily limited by the absence of a longitudinal examination tracking real usage behavior. Moreover, data collection focused on analyzing the behavioral intention to use Islamic debt-based financing products, excluding equity-based financing instruments. Finally, our proposed model concentrates on establishing usage intention solely based on demand-side factors without explicitly integrating supply-side consideration.Practical implicationsOur findings contribute to a deeper understanding of IDF adoption behavior and have the potential to support the development of more effective public policies, targeted promotional campaigns, and impactful financial education programs for MSMEs in similar markets.Originality/valueThis paper represents the first attempt to address MSMEs’ apprehensions regarding Islamic debt-based financing products in the MENA region.

Background: Self-Efficacy, Social Support, and Achievement Motivation are needed to support archery athlete’s performance, which impacts their achievement. Aim: This research aims at analyzing the effect of Self-efficacy, Social Support and Achievement Motivation on the Performance of Archery Athletes. Method: This research is descriptive-correlational with analysis of research data using a Structural Equation Model (SEM) approach using the smart PLS application. Participants: the sample for this research is 220, consisting of 135 male and 115 female archers, with an average age of 16 to 21 years, and previously they will take part in the 2023 Pre-PON qualifying round. First, researchers divided each variable, namely, Self-Efficacy variable into four items (Sport Discipline, Psychology, Professional Thought, Personality), Social Support into three items (Environment, Friends, Family), Achievement Motivation into two items (Intrinsic, Extrinsic), and Archery Athlete’s Performance into three items (Discipline, Intensity, Ability) measured with 5-point Likert scale for each item. Self-Efficacy has a positive and significant effect on the Performance of Archery Athletes, with a p-value score of 0.000, less than 0.05. The Social Support relationship positively and significantly affects the Performance of Archery Athletes, with a p-value score of 0.000, less than 0.05. Moreover, Motivation positively and significantly affects Archery Athletes’ Performance. From the results of this study, it is expected that it can be a reference for sports practitioners, owners of academics or sports clubs, coaches, and athletes so that they can take into account Self-Efficacy, Social Support, and Achievement Motivation to improve the performance of archery athletes who will maximize the achievement of an athlete. La autoeficacia, el Apoyo social y la Motivación por el Logro son necesarios para apoyar el desempeño de los atletas de tiro con arco, lo que impacta sus logros. Este estudio tiene como objetivo lograr la autoeficacia, el apoyo social y la motivación de logro que maximizarán el rendimiento de los deportistas de tiro con arco. Esta investigación es un estudio correlacional descriptivo y para analizar los datos se utiliza el enfoque del Modelo de Ecuaciones Estructurales (SEM) asistido por la aplicación inteligente PLS. Son 220 arqueros los que participaron como muestra de este estudio, y previamente, habían sido confirmados para seguir la ronda de clasificación Pre-PON 2023. Los investigadores dividieron cada variable, a saber, la variable de autoeficacia en cuatro ítems (Disciplina deportiva, Psicológica, Pensamiento profesional, Personalidad), el apoyo social en tres ítems (Medio ambiente, Amigos, Familia), la motivación de logro en dos ítems (Intrínseca, Extrínseca), y el rendimiento del atleta de tiro con arco en tres ítems (Disciplina, Intensidad, Habilidad) medido con una escala Likert de 5 puntos para cada ítem. La autoeficacia tiene un efecto positivo y significativo en el rendimiento de los atletas de tiro con arco, con una puntuación de valor p de 0,000, inferior a 0,05. La relación de Apoyo Social afecta positiva y significativamente el Rendimiento de los Deportistas de Tiro con Arco, con una puntuación de valor p de 0,000, inferior a 0,05. Además, la motivación afecta positiva y significativamente el rendimiento de los atletas de tiro con arco. De los resultados de este estudio se espera que pueda ser un referente para practicantes de deportes, dueños de académicos o clubes deportivos, entrenadores y deportistas para que puedan tomar en cuenta la Autoeficacia, el Apoyo Social y la Motivación de Logro para mejorar la Rendimiento de los atletas de tiro con arco que maximizará el logro de un atleta.

This study aims to analyze the relationship of organizational culture and service quality to the performance of amateur boxing athletes in Indonesia through achievement motivation as a mediator variable. This correlational quantitative approach used Structural Equation Modeling (SEM) with the help of Smart-PLS. The sample was 100 amateur boxers aged 22.5±2.0 years with 6.1±0.8 years of training experience. The validity test of the Fornell-Lacker Criterion result shows a construct value greater than other constructs (>0.7). Meanwhile, the reliability test of all items in the variable showed the results of composite reliability (>0.7) and Cronbach Alpha (>0.7). The R square value on the performance of amateur boxing athletes is 0.764 or 76.4%, while the R square on achievement motivation is 0.570 or 57%. The SRMR value or Standardized Root Mean Square 0.077 < 0.10 or 0.077 < 0.08, then the model fits with the data. Then the hypothesis results, organizational culture on performance P-Values 0.000, service quality on the performance of P-Values 0.006, organizational culture on performance through achievement motivation of P-Values 0.003, service quality on performance through achievement motivation of P-Values 0.023, meaning that the four hypotheses are acceptable. The combination of organizational culture and service quality must be united, especially in achievement sports because the study of achievement sports is always associated with the ability of athletes, psychology or the ability of coaches without reporting the influence of other variables. Future research studies need to use mixed methods, considering that organizational culture and service quality variables have broad aspects, and of course, the organizational culture of each country is different Keywords: Organizational Culture, Service Quality, Achievement Motivation, Boxing Performance.