A Note on Achievement Motivation and Verbal Fluency

Abstract

Evidence is presented which suggest that verbal fluency influences achievement motivation scores. Sizeable and significant correlations are reported between the number of words used to tell stories in response to TAT cards and the need achievement score awarded. It was also evident that this relationship weakens as the testing session progresses since the size of the correlation decreases with each successive story. Finally, some of the implications of these findings are discussed.