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Peer reviewedGjesme, Torgrim – Journal of Psychology, 1982
The influence of achievement motives, future time orientation (FTO), level of ability (IQ), sex of subjects, and perceived intrinsic instrumentality of school activity were considered in relation to manifested test anxiety at school. Subjects were 507 sixth graders. Pupils' achievement motives and their future time orientation were found to be the…
Descriptors: Academic Ability, Achievement Need, Elementary Education, Foreign Countries
Peer reviewedGjesme, Torgrim – Scandinavian Journal of Educational Research, 1981
A principle component analysis with oblique rotation of the Test Anxiety Scale for Children revealed five cognitive/worry-oriented factors and two emotional/somatic-oriented factors, using data from 849 fifth graders. Achievement motives, future time orientation, and ability were the most important factors, whereas instrumentality revealed itself…
Descriptors: Ability Grouping, Academic Ability, Achievement Need, Elementary Education
Peer reviewedGjesme, Torgrim – Journal of Psychology, 1979
A study examined 515 Norwegian sixth graders' scores on a future time orientation test in relation to student sex, motives, ability, and delay of gratification. Several interaction effects were revealed that suggest complex relationships between these factors and student future time orientation. (RL)
Descriptors: Academic Ability, Delay of Gratification, Difficulty Level, Elementary Education
Peer reviewedGjesme, Torgrim – Scandinavian Journal of Educational Research, 1983
Interaction effects of 524 grade six pupils' achievement motives, ability level, future time orientation, sex, and perceived importance of school activity were considered in relation to approach/avoidance motivation. Achievement scores were positively related to approach motivation; successs-oriented, high-ability girls and moderate-ability boys…
Descriptors: Academic Ability, Academic Achievement, Achievement Need, Elementary Education
