Achievement, affiliation, power and academic performance of business management students of a state university in Cavite, Philippines

Business management is a priority course in most universities given the thrust to develop entrepreneurs. Motivational profile of business management students in a state university in Cavite, Philippines was assessed and analyzed its relation to their academic performance. Achievement, affiliation and power based on McClelland’s theory (1960), were compared across sex groupings and determined the most dominant motivation per year level. Cochran’s sample size with .05 alpha level was used to obtain a total of 311 participants, descriptive statistics (mean, percentage, frequency count) and correlational analysis (Pearson r correlation and t-test) were used in analyzing the data. Outcomes show a substantial relationship between achievement motivation and students’ academic performance. Most participants are females, junior level and have very good academic performance. Results show a dominant motivational profile in the desire to achieve, followed by affiliation, lastly, power. Achievement motivation is highest for freshmen, juniors are affiliation-oriented and seniors are power-motivated. There is no significant difference between sex and motivational profiles, there is a weak negative correlation between achievement motivational profile and academic performance, no significant difference between affiliation and power motivational profiles and academic performance. Results imply that while studies show a positive correlation between motivational profiles and academic performance, other factors that may define academic performance, like teaching methodologies, can be maximized by schools. As student’s motivation shifts from achievement to affiliation to power, teachers may ensure that students have a healthy combination of activities that foster a sense of achievement, good interpersonal relationships, collaboration and healthy competition.