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. 2014 Aug 8;5:826. doi: 10.3389/fpsyg.2014.00826

Table 3.

Overview over accepted studies including sample size and sample type, explicit constructs and study correlations.

Number Report N Sample type Explicit construct r
1. Biernat, 1989 72 Psychology students Motives −0.070
2. Blickle, 1998 370 Other students Motives 0.000
3. Blumenthal et al., 1985 40 Psychology students Motives 0.197
4. Brunstein and Hoyer, 2002 88 Other students Motives 0.080
5. Brunstein et al., 1995 60 Other students Goals −0.040
6. Brunstein and Maier, 2005, S1 96 Other students Motives 0.050
7. Brunstein and Maier, 2005, S2 96 Other students Motives 0.020
8. Brunstein and Maier, 2005, S3 96 Other students Motives 0.120
9. Craig, 1996 46 Other students Motives 0.260
10. Craig et al., 1994 38 Other students Motives 0.020
11. DeCharms et al., 1955 78 Not reported Motives 0.230
12. Eig, 1996 77 Community-Sample Motives −0.060
13. Emmons and McAdams, 1991 72 Psychology students Goals, motives 0.195
14. Fisch and Schmalt, 1970 34 Psychology students Motives −0.105
15. Fleeson, 1992 58 Psychology students Goals 0.013
16. Gelbort and Winer, 1985 60 Psychology students FS −0.080
17. Hofer et al., 2006a 177 Other students Motives 0.080
18. Hofer and Chasiotis, 2003a 120 Community-Sample Goals 0.170
19. Hofer et al., 2006b 319 Not reportedc Motives 0.025
20. Holmes and Tyler, 1968 72 Psychology students Motives, goals 0.100
21. Jacob, 1996 97 Community-Sample Motives 0.140
22. Karabenick, 1977, S1 98 Psychology students Motives, sensitivity to rejection 0.200
23. Karabenick, 1977, S2 33 Psychology students Motives, sensitivity to rejection 0.013
24. King, 1995 101 Psychology students Motives, goals, wishes 0.032
25. Koestner et al., 1989 81 Predominantly clinic patients Motives 0.093
26. Kwon et al., 2001 50 Psychology students Soc., Aut. 0.375
27. Langan-Fox, 1991, S1 93 Other students Motives 0.055
28. Langan-Fox, 1991, S2 110 Other students Motives 0.100
29. Langens, 2007, S1 72 Other students Motives 0.085
30. Langens, 2007, S2 147 Other students Goals 0.035
31. McClelland et al., 1989ab, S1 55 Other students Motives −0.063
32. McClelland et al., 1989ab, S2 54 Other students Motives 0.040
33. McClelland et al., 1998a 147 Community-sample Motives 0.180
34. Metz-Göckel and Leffelsend, 2001 156 Other students FF, HS, Motives, goals 0.052
35. Nakash and Brody, 2006 127 Psychology students Motives −0.027
36. Niitamo, 1999, S1 103 Psychology students Motives 0.028
37. Niitamo, 1999, S2 140 Community-Sample Motives 0.080
38. Niitamo, 1999, S3 82 Community-sample Motives −0.057
39. Pang, 2006, S1 96 Psychology students FF, HS −0.015
40. Pang, 2006, S2 86 Psychology students FF, HS −0.040
41. Pang and Schultheiss, 2005 323 Other students Motives 0.043
42. Schroth, 1985 90 Psychology students Motives 0.473
43. Schroth, 1987 120 Psychology students Motives 0.070
44. Schultheiss and Brunstein, 2001b 195 Other students Motives 0.077
45. Sherwood, 1966, S1 67 Psychology students Motives 0.375
46. Sherwood, 1966, S2 80 Psychology students Motives 0.380
47. Sinha and Prasad, 1978 260 Other students Motives 0.610
48. Stanton and Schultheiss, 2007 49 Other students Motives −0.210
49. Thrash and Elliot, 2002 167 Psychology students FF, Motives, Goals 0.166
50. Thrash et al., 2007 203 Psychology students Motives 0.046
51. Woike, 1995 195 Psychology students Motives 0.055
52. Wotruba and Price, 1975 65 Other students Motives 0.088
53. Yamauchi and Doi, 1977 77 Psychology students Motives, goals 0.056
54. Rösch and Schultheiss, n.d.d 80 Other students Motives −0.067
55. Kordik and Schultheiss, n.d.e 87 Other students Motives 0.193
56. Kordik and Schultheiss, n.d.f 96 Other students Motives 0.193

The insertion of study identifiers (like S1, S2 and so on) indicates separate samples within a paper, but does not necessarily denote that these data sets were described as separate studies or numbered identically there. The term “psychology students” refers to everyone enrolled in psychology courses. Number, study number; N, sample size; r, study correlation (Aggregation of single correlations corrected for sampling error); explicit construct, construct on which the explicit measure was based, in the case of several measures with different constructs more than one entry per study was made; Aut., autonomy; FF, fear of failure; FS, fear of success, HS, hope for success; Soc., sociotropy.

a

Flagged: Study reported correlations selectively.

b

Study also covered results from other publications in the literature list: Number 31 and 32 covered McClelland et al. (1989b), Number 44 covered Schultheiss and Brunstein (1999) and Brunstein et al. (1998).

c

The respective study investigated a cross-cultural sample, a feature that was coded in another variable4.

d

*Rösch, A. G., and schultheiss, O. C. (n.d.). The standardized and motivated facial expressions of emotion (SMoFEE) stimulus pool: validity, reliability and intensity ratings. Friedrich-Alexander University Erlangen-Nürnberg, Erlangen.

e

*Kordik, A., and Schultheiss, O. C. (n.d.). The implicit achievement motive: nonverbal indicators of affect I. Unpublished manuscript. Friedrich-Alexander University Erlangen-Nürnberg, Erlangen.

f

*Kordik, A., and Schultheiss, O. C. (n.d.). The implicit achievement motive: nonverbal indicators of affect II. Unpublished manuscript. Friedrich-Alexander University Erlangen-Nürnberg, Erlangen.