Mapping English Majors’ Motivation Using McClelland’s Theory: The Relationship between Achievement and Power

Motivation is central to learners’ engagement and success, with McClelland’s Acquired Needs Theory highlighting achievement, power, and affiliation as key drivers. This study examined undergraduate motivation through this framework, focusing on the underexplored role of power. A quantitative survey of 140 undergraduates using a 24-item Likert questionnaire (Pintrich & DeGroot, 1990) showed strong reliability (α = .818). Results revealed a strong positive correlation between achievement and power, suggesting both significantly shape academic motivation, while affiliation showed weak negative links to the other needs. These findings indicate students are motivated by a blend of intrinsic mastery goals and extrinsic recognition. The study suggests educators should leverage achievement and power motives while supporting constructive peer relations. Future research should examine discipline-specific contexts to refine these insights.

Learner Motivation, McClelland’s Theory

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