Authors Dr Ahmad Faisal Siddiqui Associate Professor School

Authors Dr. Ahmad Faisal Siddiqui Associate Professor, School of Business and Economics, UMT Ahmad Hassib Hassan Lecturer, School of Business and Economics, UMT & Munazza Asad Lecturer, School of Business and Economics, UMT

Need for Achievement level in MBA students and its impact on their CGPA

Introduction “A person with high need for achievement seeks to excel in life”. “David Clarence Mc. Clelland, 1988”

Introduction Need for achievement level in MBA students is checked by the help of different variables and compared with student’s CGPA.

Literature Review People having different level of need for achievement behave differently in success and failure. (Bar-Tal 1978) & (Du. Cette and Wolk 1971) People with high need for achievement are more hardworking because they have confidence in their own abilities. (Chen, Gully et al. 2004) & (Dörnyei 1994)

Literature Review High need for achievement level is a prerequisite to set challenging goals and to put in efforts to achieve those goals. (Chen, Gully et al. 2004), (Du. Cette and Wolk 1971), (Hall, Spruill et al. 2002) & (Lueptow 1968) People with high need for achievement level are more successful in entrepreneurial situations. (Bowen and Hisrich 1986) & (De Mesquita 1974)

Literature Review Individuals with high need for achievement level have • • • Faster learning ability. Perform well in their studies Involve more actively in social activities Likeness for risky occupations Perform stable under odd situations Motivation by internal factor. (Cortes 1961) & (Cover and Johnson 1975)

Objective of this study was to find out the need for achievement level in MBA students and also its impact on their CGPA.

Hypothesis • H 1: level of self attributed need for achievement has an impact on student’s CGPA. • H 2: level of implicit need for achievement has an impact on student’s CGPA. • H 3: level of self attributed fear of failure has an impact on student’s CGPA. • H 4: level of implicit fear of failure has an impact on student’s CGPA.

Hypothesis • H 5: level of self determination has an impact on student’s CGPA. • H 6: level of performance approach goals has an impact on student’s CGPA. • H 7: level of performance avoidance goals has an impact on student’s CGPA. • H 8: level of mastery goals has an impact on student’s CGPA.

Variables According to Thrash et al (2002) Significant positive correlation were found between implicit and selfattributed need for achievement and negative correlation between implicit fear of failure and selfattributed fear of failure. Individuals higher in self determination were more concordant in implicit and self attributed need for achievement. Todd M. Thrash, Andrew J. Elliot, 2002

Variables We got these variables from the article of Todd M. Thrash and Andrew J. Elliot of University of Rochester to check need for achievement level. • • • Self attributed need for achievement Self attributed fear of failure Implicit need for achievement Implicit fear of failure Self determination Mastery goals Performance approach goals Performance avoidance goals Student CGPA*

Research Methods • Survey

Analysis Reliability was tested using Cronbach’s Alpha (0. 713)

Analysis Dependent Independent R² Significance Inference Hypothesis CGPA Self-attributed need for achievement 0. 293 0. 028 Significant H 1 Implicit need for achievement 0. 194 0. 011 Significant H 2 Self-attributed fear of failure 0. 077 0. 003 Significant H 3 Implicit fear of failure 0. 159 0. 100 Insignificant H 4 Self Determination 0. 099 0. 207 Insignificant H 5 Performance Approach Goals 0. 065 0. 012 Significant H 6 Performance Avoidance Goals 0. 027 0. 443 Insignificant H 7 Mastery Goals 0. 086 0. 014 Significant H 8 Over All model 0. 676 0. 011 Significant