TO STUDY NEUROSIS AMONG ADOLESCENTS IN

RELATION TO ACHIEVEMENT MOTIVATION

Introduction
Neuroticism is a fundamental personality trait in the study of psychology characterized by anxiety,
moodiness, worry, envy, and jealousy. Individuals who score high on neuroticism are more likely than
the average to experience such feelings as anxiety, anger, envy, guilt, and depressed mood. They respond
more poorly to stressors, are more likely to interpret ordinary situations as threatening, and minor
frustrations as hopelessly difficult. They are often self-conscious and shy, and they may have trouble
controlling urges and delaying gratification. Neuroticism is a risk factor for the "internalizing" mental
disorders such as phobia, depression, panic disorder, and other anxiety disorders, all of which are
traditionally called neuroses. Neuroticism appears to be related to physiological differences in the brain.
Hans Eysenck theorized that neuroticism is a function of activity in the limbic system, and his research
suggests that people who score highly on measures of neuroticism have a more reactive sympathetic
nervous system, and are more sensitive to environmental stimulation. Behavioural genetics researchers
have found that a significant portion of the variability on measures of neuroticism can be attributed to
genetic factors.

DEFINITION

Neuroticism is operationally defined by items referring to irritability, anger, sadness, anxiety,

worry, hostility, self-consciousness, and vulnerability that have been found to be substantially
correlated with one another in factor analyses (Costa & McCrae, 1992a; Goldberg, 1993). For
individuals who are high on neuroticism, such negative emotional responses to challenges are
both frequent and out of proportion to the circumstances (McCrae & Costa, 2003). In addition,
persons high in neuroticism are often self-critical, sensitive to the criticism of others, and feel
personally inadequate (Watson, Clark, & Harkness, 1994). The dimension of neuroticism, also
often referred to as negative emotionality or negative affectivity, is included in nearly all major
models of personality traits (Matthews, Deary , & Whiteman, 2003), including three-factor
(Eysenck, 1947; Tellegen, 1982) and five-factor models (Costa & McCrae, 1992b; Goldberg,
1993; Zuckerman, Kuhlman, Teta, Joireman, & Kraft, 1993).

Although the stability of neuroticism, in the sense of maintaining rank-order position relative
to other persons, increases with age from adolescence through adulthood (Roberts &
DelVecchio, 2000), mean neuroticism scores peak in late adolescence and decline moderately
through adulthood (Costa et al., 1986; McCrae et al., 2002; Roberts & Mroczek, 2008). Mean
neuroticism scores of females are slightly but significantly higher than for males (Costa,
Terracciano, & McCrae, 2001) and neuroticism scores tend to be somewhat higher among
individuals with lower socioeconomic status (Judge, Higgins, Thoresen, & Barrick, 1999).
Therefore, it is informative that most studies of the associations between neuroticism and
mental and physical health that controlled age, sex, and socioeconomic status have found that
neuroticism is associated with mental and physical health independent of its correlation with
these demographic factors (Kendler, Kuhn, & Prescott, 2004; Neeleman, Ormel, & Bijl, 2001;
Stronks, van de Mheen, Looman, & Mackenbach, 1997)

Types

The neurotic disorders are distinct from psychotic disorders in that the individual with neurotic
symptoms has a firm grip on reality, and the psychotic patient does not. There are several major
traditional categories of psychological neuroses. These include:

 Anxiety Neurosis. Mental illness defined by excessive anxiety and worry, sometimes
involving panic attacks and manifesting itself in physical symptoms such as tremor,
chest pain, sweating, and nausea.

 Depressive Neurosis. A mental illness characterized by a profound feeling of sadness

or despair and a lack of interest in things that were once pleasurable.

 Obsessive-Compulsive Neurosis. The persistent and distressing recurrence of

intrusive thoughts or images (obsessions) and repetitive behaviours or mental acts
(compulsions).

 Somatization (Formerly Called Hysterical Neurosis). The presence of real and

significant physical symptoms that cannot be explained by a medical condition, but are
instead a manifestation of anxiety or other mental distress.

 Post-traumatic stress disorder (also called war or combat

neurosis). Severe stress and functional disability caused by witnessing a traumatic
event such as war combat or any other event that involved death or serious injury.

 Compensation Neurosis. Not a true neurosis, but a form of malingering, or feigning

psychological symptoms for monetary or other personal gain.
Causes

In 1996, a specific human gene and its corresponding alleles (two components of a gene which
are responsible for encoding the gene) were linked to neuroticism. The identified gene and its
allele pair help to control the amount of serotonin (a central nervous system neuro-transmitter)
released into the body through the production of a protein known as a transporter. This
transporter protein, which helps to carry the serotonin across the synaptic space (the gap
between nerve cells) to stimulate nerve cells, also assists the cell in reabsorbing the serotonin
(a process known as "reuptake").

In the case of the "neurosis gene," one possible version of its corresponding alleles (called s for
their short length) was found to produce an insufficient amount of this transporter protein, and
the other (named l for long), a significantly large amount. If the amount of transporter protein
produced is inadequate, an excessive amount of serotonin must remain in the synaptic gap
while the protein "catches up" with reuptake, and the serotonin will continue to stimulate
surrounding nerve cells, resulting in neurosis or neurotic symptoms. A corresponding study of
500 patients showed that patients who were assessed as having neurotic personality traits
usually possessed the shorter allele pair (or a combination of one short and one long) that
produced insufficient transporter protein.

This finding is consistent with a study published the same year that found that women in 37
different countries scored consistently higher on measurements of neuroticism than men. The
fact that such high scores were found across a variety of socioeconomic classes and cultures
but specific to one gender seems to support a genetic basis for the disorder. However, a 1998
study of over 9,500 United Kingdom residents found that those with a lower standard of living
had a higher prevalence of neurotic disorders. It is possible that genetic factors predispose an
individual to anxiety and neurosis, and outside factors such as socioeconomic status trigger the
symptoms.

MOTIVATION

Motivation is the reason for people's actions, willingness and goals. Motivation is derived from
the Latin Movere, which means to move. These needs could be wants or desires that are
acquired through influence of culture, society, lifestyle, etc. or generally innate. Motivation is
one's direction to behaviour, or what causes a person to want to repeat a behaviour, a set of
force that acts behind the motives. An individual's motivation may be inspired by others or
events (extrinsic motivation) or it may come from within the individual (intrinsic
motivation).Motivation has been considered as one of the most important reasons that inspires
a person to move forward in life. Motivation results from the interaction of
both conscious and unconscious factors. Mastering motivation to allow sustained and
deliberate practice is central to high levels of achievement e.g. in the worlds of elite sport,
medicine or music. Motivation governs choices among alternative forms of voluntary activity.

Intrinsic and Extrinsic Motivation.

Intrinsic Motivation refers to motivation that is driven by an interest or enjoyment in the task
itself, and exists within the individual rather than relying on any external pressure. Intrinsic
motivation has been studied by social and educational psychologists since the early 1970s.
Research has found that it is usually associated with high educational achievement and
enjoyment by students. Explanations of intrinsic motivation have been given in the context of
Fritz Heider's attribution theory, Bandura's work on self-efficacy, and Deci and Ryan's
cognitive evaluation theory. Students are likely to be intrinsically motivated if they:

Extrinsic motivation comes from outside of the individual. Common extrinsic motivations
are rewards like money and grades, coercion and threat of punishment. Competition is in
general extrinsic because it encourages the performer to win and beat others, not to enjoy the
intrinsic rewards of the activity. A crowd cheering on the individual and trophies are also
extrinsic incentives. Social psychological research has indicated that extrinsic rewards can lead
to over justification and a subsequent reduction in intrinsic motivation. In one study
demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and
a gold star for drawing pictures spent less time playing with the drawing materials in
subsequent observations than children who were assigned to an unexpected reward condition
and to children who received no extrinsic reward
Achievement Motivation

Achievement behaviour is distinguished from other forms of behaviour by its purpose, which
is the development or demonstration of competence rather than incompetence. Each erspectives
Study of Achievement Motivation in Relation 163 of scholars result in various definitions of
achievement motivation. The original definition of achievement motivation was from Atkinson
(1964), who defined it as the comparison of performances with others and against certain
standard activities. Atkinson and Feather (1966) suggested that achievement motivation is a
combination of two personality variables: tendency to approach success and tendency to avoid
failure. Bigge and Hunt (1980) defined achievement motivation as the drive to work with
diligence and vitality, to constantly steer toward targets, to obtain dominance in challenging
and difficult tasks and create sense of achievement as a result. This definition consists of three
elements: the stimulation of personal capabilities, constant efforts with drive and obtaining of
sense of satisfaction. Helmreich & Spence (1978) consolidated the theories concerning
achievement motivation and compiled the Work and Family Orientation Questionnaire
(WOFO). Meanwhile, they conducted a factor analysis and argued that achievement motivation
consists of four elements, i.e. mastery of needs, work orientation, competition, and personal
unconcern. After further studies, they found that the interaction of the first three elements is
the key reason that contributes to excellent performance of individuals. It is highly related to
personal achievements (Spence & Helmreich, 1983).

1. Mastery of needs: An individual prefers jobs that are challenging, intellectually demanding,
and thought-oriented. He or she enjoys playing a leadership role in groups and is able to
complete tasks already started.

2. Work orientation: An individual takes a proactive attitude toward work and loves what he
or she does. He or she obtains sense of satisfaction from work and pursues self-realization and
growth.

3. Competition: An individual hopes for victory and has the desire to win over others.

4. Personal unconcern: An individual does not consider success or stellar performance to be

the cause of being rejected by others. In other words, there is no fear of success.

According to the above literature, achievement motivation is a subjective and internal

psychological drive, enabling individuals to pursue work they perceive to be valuable and
prompting them to reach their goals. Meanwhile, achievement motivation is also a mentality to
compete and compare with others. According to definitions, as proposed by the previously
mentioned scholars, achievement motivation is a subjective, internal, and psychological drive,
enabling individuals to pursue work they perceive to be valuable and eventually achieve their
goals. Sparrow (1998) found that motivations have influence on the formation of psychological
contracts. Motivations include meaningful work, job security, and a sense of achievement,
promotional channels, and opportunities. Over the years, behavioural scientists have noticed
that some people have an intense desire to achieve something, while others may not seem that
concerned about their achievements. This phenomenon has attracted a lot of discussions and
debates. Scientists have observed that people with a high level of achievement motivation
exhibit certain characteristics. Achievement motivation is the tendency to endeavour 164
Kulwinder Singh for success and to choose goal oriented success or failure activities.
Achievement motivation forms to be the basic for a good life. People who are oriented towards
achievement, in general, enjoy life and feel in control. Being motivated keeps people dynamic
and gives them self-respect. They set moderately difficult but easily achievable targets, which
help them, achieve their objectives. They do not set up extremely difficult or extremely easy
targets. By doing this they ensure that they only undertake tasks that can be achieved by them.
Achievement motivated people prefer to work on a problem rather than leaving the outcome to
chance. It is also seen that achievement motivated people seem to be more concerned with their
personal achievement rather than the rewards of success. It is generally seen that achievement
motivated people evidenced a significantly higher rate of advancement in their company
compared to others. Programs and courses designed, involves seven "training inputs." The first
step refers to the process through which achievement motivation thinking is taught to the
person. The second step helps participants understand their own individuality and goals. The
third assist participants in practicing achievement-related actions in cases, role-plays, and real
life. A fourth refers to practicing of achievement-related actions in business and other games.
A fifth input encourages participants to relate the achievement behaviour model to their own
behaviour, self-image, and goals. The sixth program facilitates participants to develop a
personal plan of action. Finally, the course provides participants with feedback on their
progress towards achieving objectives and targets. Achievement motivation is a stable learned
characteristic in which satisfaction comes from striving for and achieving a level of excellence.
Achievement motivation is a drive to excel in learning tasks combined with the capacity to
experience tried in accomplishment (Eggen, Manchak, 1994, David M.C. Clelland and
Atkinson were the first one to concentrate on the study of achievement motivation. M.C.
Cleland, Atkinson, Clark and Lowell, (1953). People who strive for excellence in a field for
the sake of achieving and not for some reward are considered to have a high need for
achievement.

Review of literature

Studies related to neurosis

A. Dobler-Mikola, J. Angst, J. Binder (1984) conducted a study based on a cohort

aged 20 years are presented. A two-stage procedure was chosen; in 1978, 2201
males and 2346 females, aged 19–20, were examined. This sample was
representative of the respective age group in the Canton of Zurich. From high and
low-scorers (SCL-90), 292 males and 299 females were randomly selected for
interview and for a prospective study. Subsequent investigations were carried out
by questionnaires and by a personal interview. The instruments chiefly consisted
of a semi-structured interview (SPIKE), a clinical syndrome list (SL), a90-item
symptom checklist (SCL-90R), a life-event-inventory, scales measuring coping
behaviour and dissimulation, and an extensive sociological interview dealing with
socio demographic characteristics and social adjustment.

B. G. Evian,H.Alan,K.Claudia,K.Peter,M.Russell(1986) investigated the

possibility that somatization disorder is associated with similar impairments using
a tone-discrimination event-related potential paradigm. Fifteen patients with
somatization disorder and 15 age and sex matched normals were investigated, but
for neither group was there a differential P1, N1, P2, or N2 component response
to rare and frequent tones. No significant group differences were found on the P3
component either. However, there was a trend for N1 amplitudes to be larger in
the somatization group, and this is tentatively interpreted in terms of an
impairment in stimulus filtering. It is suggested that a more demanding task of
selective attention may be used to further investigate the possibility of impaired
stimulus processing in somatization disorder.
C. Goldstein N. Russell, Donald W. Black (1992) conducted study regarding first-
degree relatives of probands with obsessive compulsive disorder (OCD) (n = 32)
and psychiatrically normal controls (n = 33) were blindly interviewed with the use
 of the Diagnostic Interview Schedule. The morbidity risk for anxiety disorders was
increased among the relatives of obsessional subjects compared with that for the
relatives of controls, but the risk for OCD was not. Risk for a more broadly defined
OCD (including relatives with obsessions and compulsions not meeting criteria for
OCD) was increased among the parents of obsessional subjects but not among the
parents of controls (16% vs 3%). The findings suggest that an anxiety disorder
diathesis is transmitted in families with OCD, but that its expression within these
families is variable. The findings also support the current practice of classifying
OCD as an anxiety disorder.

Studies related to Achievement Motivation Among Adolescents

Edward P. Asmus, Jr. (1986) conducted a study regarding elementary and

secondary music students' achievement motivation that was characterized by the reasons
they cited for success and failure in music. The students' free responses were classified
according to the two-dimensional model of Attribution Theory in which the causes of
success and failure are categorized by locus of control, internal or external, and stability
through time, stable or unstable. The major findings of the study were that 80% of the
reasons cited for success and failure in music were internal in nature, a greater number of
stable reasons were cited for success while more external-unstable reasons were cited for
failure, females cited more internal-stable reasons than males, the frequency of internal-
stable reasons increased with grade level while internal-unstable reasons declined, and the
school attended significantly influenced the type of reasons students provided. The
importance of these findings to music education practice and their relationship to previous
research in achievement motivation was discussed.

Kamariah Abu Bakar (2010) Relationships between university students’

achievement motivation, attitude and academic performance in Malaysia .Results
indicated a positive correlation between students’ attitude towards learning and
achievement motivation(r=0.53, p<0.001), and between students’ attitude and academic
achievement (r=0.16,p<.001).However, a negative and low correlation (r=0.038,p>.05)
was observed between students’ achievement motivation and academic achievement.
Sunita Badola (2013) Effect of school’s on academic achievement motivation of
secondary level students. Result was found that there was significant difference among
government, public and convent school secondary students on their academic achievement
motivation. The mean difference was found significant in male and female as well as urban
and rural secondary school students on their academic achievement motivation.
Insignificant difference was found between public and convent school students on their
academic achievement motivation.

STUDIES RELATED TO NEUROSIS AND ACHIEVEMENT MOTIVATION

AMONG ADOLESCENTS

A.KAMYSBAYEVA,O.TAPALOVA,N.ZHIYENBAYEVA(2018)studied
interrelationships between personality factors and motivation for achievement in
persons with neurotic, stress-related and somatoform disorders. The revealed
regularities were examined for each group: Neurasthenia (F-48); Obsessive-
Compulsive Disorder (F-42); undifferentiated somatoform disorder (F-45.1);
Hypochondriacal Disorder (F-45.20; Dissociative Conversion Disorder (F-44) and
Mixed Anxiety and Depression Disorder (F-41.2). The research sample included
patients of psychotherapeutic branch of the National scientific and practical center
of psychiatry, psychotherapy and addiction - 147 subjects. Methods of research:
Test of the motivational structure of personality of Milman, projective technique -
Test of Hekhauzen and the Big Five questionnaire. The results of the study indicate
a predominance of motivation to avoid failure in subjects. The correlations
obtained shows that in the development of pathology patients develop specific
personal and behavioural patterns associated with the lack of motivation to
achieve.
Denise B. Accordino, Michael P. Accordino, Robert B Slaney(2000) Examined
the relationship of perfectionism with measures of achievement and achievement
motivation and mental health aspects of depression and self-esteem in high school
students. 123 10–12th-graders completed the Work and Family Orientation
Questionnaire, Almost Perfect Scale—Revised, Reynolds Adolescent Depression
Scale, Rosenberg Self-Esteem Scale, and a demographic questionnaire.
Cumulative GPA was the operationalization of the construct of academic
achievement. Results of multiple regression analyses indicated that Ss personal
standards were significant predictors of academic achievement and also
 significantly predicted achievement motivation. Analyses of the relationship
between perfectionism and depression and self-esteem found that as Ss' personal
standards increased, their levels of depression decreased and self-esteem
increased. Furthermore, when Ss experienced a discrepancy between their personal
standards and actual performance, their depression levels increased and self -
esteem decreased.

Samvedna Sharma (2014) conducted study with aim to examine the post-
traumatic stress disorder symptom (PTSD), impairment functioning of PTSD
Symptoms and academic motivation of Grade 8th and Grade 10th students (boys
and girls) residing in Jammu city. Across-sectional data of 160 students i.e. 80 for
grade 8th& 80 for grade 10th, were selected through purposive sampling. Results
have shown significant difference on PTSD symptoms between Grade 8th and
Grade 10th students. It was also found that Grade 8th girls and Grade 10th boys
have PTSD symptoms and Impairment functioning, as well as high Achievement
motivation. No other significant difference was found.

SIGNIFICANCE OF THE STUDY

Neurosis is prevailing among adolescents especially when they have high aspirations and
motivational factors. This study will be quite significant in understanding core reasons behind
this problem and various techniques to deal with this issue after thoroughly analysing lifestyle
of youth. It is also clear after reviewing various studies done on the same issue that this
psychological problem is becoming stumbling block in the path of success and due to this many
of them are unable to show their calibre when they are caught in spiral of thoughts. This study
will too help to revel the better picture of this problem in front of teachers and parents who can
help youngsters in tackling it.
METHODOLOGY
STATEMENT OF THE PROBLEM
The problem under investigation is mentioned as “Study of Neurosis among adolescents in
relation to achievement motivation.”
OBJECTIVES OF THE STUDY
 To study neurosis among adolescents.
 To study gender difference regarding effect of Neurosis among adolescents.
 To study achievement motivation of adolescents.
 To study the relationship between neurosis and achievement motivation among
adolescents.

HYPOTHESIS
 There is significant gender difference in Neurosis among adolescents.
 There is a significant gender difference in achievement motivation among adolescents.
 There is no significant relation between Neurosis and achievement motivation.

SAMPLE
The present study will be collected on 200 subject’s .From which 100 will be male students
and 100 will be female students of an educational institute of Jalandhar.
TOOLS
In order to collect required data, the following tools will be used.
NEUROSIS MEASUREMENT SCALE (NMS)
The American Psychiatric Association divided mental disorders in two groups- organic and
functional. The functional disorders have known basis in neurological damage. Within the
functional group, one distinction is psycho neurotic disorder. Neurosis relates to low stress
tolerance, anxiety, fearfulness, irritability, disturbed interpersonal relations, rigidity, and
unhappiness. The growing incidence of neuroticism and its debilitating aspect in achievement
(Abraham, 1969; Brar, 1976) emphasise the importance of measuring neurosis and eradicating
it from our academic centres. Therefore Neurosis measurement scale has been developed to
measure and diagnose the incidence of neurosis among students and general population .It is
designed for school-going adolescents and adults as well as general population.
RELIABILITY
Reliability of the scale was determined by test-retest method. The retest were done after two
different time intervals. The reliability coefficients and indices of reliability are shown in table
2.They show that the scale is quite reliable.
TABLE 2
Coefficients and Indices of Reliability
Time Interval R Reliability
1 Month 81* .90
45 Days 79* .89

*Significant at .01 level

VALIDITY
The scale has congruent validity with Kundu’s Neurotic personality Inventory (1962) .It has
criterion validity too chalked out with the help of teachers, assessment as criterion.
Thus, the NMS is reliable, valid easily administrable and easily scorable measuring tool for
knowing the degree of neuroticism among adolescents and adults of both school going and
general population.
ACHIEVEMENT MOTIVATION TEST (ACMT)
To achieve achievement motivation among adolescents “ACHIEVEMENT MOTIVE TEST”
will be used. This tool is designed by LATE V.P. BHARGAVA .There are given some
incomplete sentences which can be completed meaningfully by linking up any of three
alternatives given against them. Each of alternatives is equally good to make the sentence
complete .You may give priority to A, B and C by pushing right marks on the cells given in
the right-hand corner against the alternatives.
You have only to do the same as has been described above, you are to check all the 50
incomplete sentences. The response will be scored according to 1 marks for the each correct
answer.

RELIABILITY
The test values of reliability were .91 and .78.
VALIDATION
The test was tried for having the agreement with the criterion test of Nach, and with educational
achievement in various faculties. It was found that the test scores on this test and that with the
test scores for SCT of Dr Rishwanath Mukherji had an agreement of .80 and with education
achievement test (general) it had an agreement of .75for English version the values of validity
indices were .85 with educational achievement test.

NORMS
As a result of administering the achievement motivation test
Scores
Category Boys Girls
High 23 and above 23 and above

Above average 19-22 20-22

Average 17-18 17-19
Below Average 15-16 14-16
Low 11-14 11-13
DELIMITATIONS OF THE STUDY

 The study will be delimited only on adolescents.

 The study will be delimited to sample size of 200 adolescents.

STATISTICAL TECHNIQUES

 Descriptive and inferential statistics will be used.

 Correlation will be calculated to see the relationship between the variables.
 Data will be presented graphically whenever and wherever required.

REFERENCES

Abraham, P.A. (1969). An experimental study of certain personality traits and achievement
motivation of secondary school pupils. Ph. D Thesis in psychology, Kerala University.

Aronson, (1956) The need for achievement as measured by graphic expression. Unpublished
Master’s Thesis, Welseyan University.

Atkinson, J.W. (1954) an introduction to Motivation, Report on Nebraska Symposium on

motivation, (1954).

Atkinson, J.W. (1966) an introduction to motivation. East-West Ed.

Bhargava, V.P.(1973) A study of level of aspiration and need for achievement motive ,Ph.D.
Dissertation ,Agra Univ.

Brar, J.S (1976). Relationship between extroversion-introversion neuroticism and academic

achievement. Indian Educational Review, I (3), 105-10.
Brown .J.S. (1953) Problems presented by the concept of acquired Drives. In current Theories
and Research in motivation Ed. M. R. Jones, Lincoln University of Nebraska Press.

De chrama et al. (1955) Behavioural correlates of directly and indirectly measured

Achievement Motivation. In studies on Motivation by M.C. Cleland D.C. Appleton –Century,
Crofts N.Y.

Denise B. According, Michael P. Accordino, Robert B Slaney (2000) An investigation of

perfectionism, mental health, achievement, and achievement motivation in adolescents.
Psychology in the Schools 37(6):535-545 · November 2000 with 415 Reads,

Feathers, N.T. and Atkinson, J.W. (1967) A theory of achievement Motivation. John Wiley
&Sons N.Y.

French, Elizabeth (1955) some characteristics of Achievement Motivation, J. Exp. Psy. 50,
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Hurley, (1955) the IOWA Picture Interpretation Test. J. Consult Psy. 19, 372-376.

Kamariah Abu Baker (2010) Relationships between university students’ Achievement

Motivation, attitude and academic performance in Malaysia Procardia- social and behavioural
sciences. Volume 2, Issue 2, pages 4906-4910.
Kundu, R. (1962). Development of personality inventory. Indian Journal of Psychology, 37,
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Samvedna Sharma (2014) Exposure to community violence: Post traumatic stress disorder
symptoms, impairment functioning and achievement motivation among grade 8th and 10th
.International Journal of Education & Management Studies, 2014, 4(4), 300-307

Sunita Badola (2013) Effect of schools on achievement motivation of secondary level students
Badola S. / Education Confab ISSN: 2320-009X Vol. 2, No. 5.

M.C. Cleland, D.C. (1953) the Achievement Motive, Appleton Century- Crofts. New York.
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Murray, H.A. (1938) Explorations in Personality. Oxford Univ. Press, New York.

WEBSITES

www.oaji.net

www.Merriam.webster.com

www.psychology.jrank.org

www.mayoclinic.org

www.evolvetreatment.com

www.ocduk.org

www.onlinelibrary.wilwy.com

www.shodhganga.inflibnet.ac.in

www.jamanetwork.com

www.sciencedirect.com

www.taylorfrancis.com

www.pdfs.semanticscholar.org

www.journals.sagepub.com

www.journals.sagepub.com

www.search.proquest.com

www.link.springer.com

APPENDICES
Appendix 1: Achievement Motivation Test (ACMT)

Appendix 2: Neurosis Measurement Scale (NMS)