Differences in the underlying motives among primary school pupils

The central research question of this study concerns the motivational aspirations of eight- to nine-year-old primary school pupils with regard to social connection, achievement and power. The aim is to determine whether pupils taught in a year-group system, where classes are organised by age, differ from those taught in mixed-age departmental classes in terms of the aforementioned motivations. Julius Kuhl's (2001) Personality-Interaction Theory forms an important part of the theoretical background. It is also on the basis of this theory that the empirical study - which assesses the implicit basic motives of affiliation, achievement and power using the Operant Multi-Motive Test (OMT) developed by Kuhl and Scheffer (1999) - is analysed and interpreted. With regard to further research in this field and implications for the development of school practice, the results are discussed in the light of the theoretical considerations.