Exploring the Relationship Between Power, Achievement and Affiliation in Learning

Abstract

This study investigates the relationship between power, achievement, and affiliation in learning environments. Prior research indicates that these motivational factors play a crucial role in student behaviour and educational outcomes. This research aims to analyse how these factors correlate and impact learning efficiency and engagement among students. Using a quantitative survey approach, data were collected through a structured questionnaire divided into three sections: demographic information, assessment of power, achievement, and affiliation motivations, and evaluation of learning outcomes. The survey was administered to 46 high school students from various schools in the city. The findings demonstrate a significant relationship between these motivational factors, with achievement motivation having the most substantial influence on positive learning outcomes. The study suggests that understanding these dynamics can help educators design better curricula and teaching strategies, fostering an environment that supports balanced motivation and enhances student engagement and academic success.