De Castella, K., Byrne, D., & Covington, M. (2013). Unmotivated or Motivated to Fail? A Cross-Cultural Study of Achievement Motivation, Fear of Failure, and Student Disengagement. Journal of Educational Psychology, 105, 861-880.
http://dx.doi.org/10.1037/a0032464

has been cited by the following article:

• TITLE: The Influence of Implicit Achievement Motive and Graphological Variables on Learning Variables

  AUTHORS: Nicole Gruber, Ludwig Kreuzpointner

  KEYWORDS: Implicit Motive, Achievement, Thematic Apperception Test, Picture Story Exercises, Writing, Graphology, Measurement

  JOURNAL NAME: Psychology, Vol.6 No.12, September 17, 2015

  ABSTRACT: There are several methods of implicit measurement. A very valid and wide spread assessment of motives by using the technique of projection is picture story exercises (PSE). Graphology, as theory of inferences on personality and motives by analyzing handwriting, is another one. The presented study examines the commons of the both measurement methods and their prediction of achievement behaviour. So, the achievement motive of 189 students was assessed using the PSE of Heckhausen (1963) and afterwards their handwriting was scored by a categorical system of Ploog (2013). Achievement related behaviour was operatively analyzed with self-reported learning time, learning behaviour and task-choice performance. It is shown that implicit motives measured by PSE are related with the criteria of task-choice performance. It is shown that both implicit motives measured by PSE and graphological variables deliver information about learning variables.