Abstract

Achievement behavior is defined as behavior directed at developing or demonstrating high rather than low ability. It is shown that ability can be conceived in two ways. First, ability can be judged high or low with reference to the individuals own past performance or knowledge. In this context, gains in mastery indicate competence. Second, ability can be judged as capacity relative to that of others. In this context, a gain in mastery alone does not indicate high ability. To demonstrate high capacity, one must achieve more with equal effort or use less effort than do others for an equal performance. The conditions under which these different conceptions of ability function as individuals goals and the nature of subjective experience in each case are specified. Different predictions of task choice and performance are derived and tested for each case. Verf.-Referat