The main goal of this study was to explore the relationships between the personality variables of achievement motivation and emotional intelligence in university students.
The research group consisted of university students in Slovakia, who voluntarily participated in the research and were aware of the purpose, the processing, and use of the data. The sample consisted of 145 students with an average age of 21 years (minimum 18, maximum 26). Gender representation consisted of 103 women (71 percent) and 42 men (29 percent).
This study used the Questionnaire of Achievement Motivation (abbreviated as LMI; Schuler & Prochaska, 2001; translated and adapted to Slovakia by Hoskovcova, 2003), which measures an overall value of motivation toward achievement and is applicable in all fields with observed efforts to achieve goals. It is based on a relatively broad understanding of achievement motivation covering several dimensions not usually included in the concept. In the local conditions, the Questionnaire of Motivation to Performance (DMV; Pardel et al., 1992) is used more frequently. DMV represents the modification of Hermans’ test of the achievement motive, however it was not utilized in the study due to the fact that one of three scales - the scale of performance motive - is too heterogeneous, as determined by factor analysis in previous research (Paskova, 2005).
The LMI questionnaire is based on the onion model of achievement motivation and is made up of 170 items that are matched to 17 dimensions: perseverance, dominance, engagement, success confidence, flexibility, flow, fearlessness, internality, compensation effort, self-esteem, willingness to learn, self-activity, self-control, orientation on status, preference of difficulty, competitiveness, and ambition. Each dimension consists of ten items (statements) which a respondent rates from 1 (total disapproval) to 7 (total approval). Each dimension’s gross score ranges from 10 (min) to 70 (max) from which the total test score of achievement motivation for the 17 dimensions ranges from 170 (min.) to 1190 (max.). Questionnaire reliability of this research sample, measured by Cronbach’s alpha, ranged from .82 to .90, and for global achievement motivation it was .99.
Trait El was measured with a global El level and four factors of the Trait Emotional Intelligence Questionnaire - Short Form as explained in Chapter 5. With respect to the research sample, the questionnaire reliability measured by Cronbach’s alpha for global trait El was .99, and for four factors reached values from .96 to .98.