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ures were to be male or female. The conception by the subjects of what behaviors are appropriate for the hero could have a greater influence on the production of achievement themes that the degree of the identification of the story teller with the hero (McClelland, 1990). To counter that, the different pictures used were chosen to match with each other, as much as was practically possible, in terms of both character depiction and activity e.g. one picture that showed tow men working, was changed to a picture of two women working.

The test subjects were to write a story for each of the pictures with the assistance of four questions and five minutes were given to write about each picture. Stories were coded on the basis of the presence of an achievement image (AIM), i.e. an image of a goal-related achievement.

According to Atkinson (1958), in cases of researches involving stories with AIM, the appearance of special phenomena, such as instrumental activity (I) e.g. pictures (as in this research) are counted. The sum is called n achievement. A maximum of 11 points could be allocated for each story. Coding the stories was done in accord with Smith and Feld's (1958) instructions with only slight modifications

According to Smith and Feld (1958), the correlation between the experimenter's judgment and the expert judgment of the practice material vary between 0.80 and 0.99, lower when coding rapidly, with an average of 0.92. in the same way, McClelland (1990) discovered the same, with only a slight difference that the correlation between well experienced scorers is to be between 0.85 and 0.95.

In the coding course, individuals were anonymous for the person coding the stories. A reliability analysis (as an analysis of the test-retest values of the control group in the initial study on which this study was based) over a seven month period, showed a correlation of 0.56 i.e. n=51, men=25, women=26.

CMPS

The Cesarec-Marke Personal Scheme (CMPS) includes 11 subscales, of which achievement is one. Each sub-scale usually has 15 questions, for a total of 165 questions. The test construction proceeded from both Murray's (1939) theory and Cesarec & Marke (1973) theory. Questions from Edwards (1959), were used, where an example of the question in the achievement subscale was “do you often think of making some great achievement?” where the subject answers “yes” or “no”, and scoring done according to a manual, which take to account age, sex, and the norm group (adult in higher education).

Analysis of reliability of the achievement scale in CMPS, when test was constructed showed a split-half coefficient for the norm group of adults in higher education (men 0.73{n=134}, women 0.76 {n=92}, and men and women 0.75 {n=226}). An analysis of the reliability ± as an analysis of the value of the test-retest of the control group in the initial study on which this study was based ± over a period of seven months, showed a correlation of 0.75 (n=50,men=24, women=26).

4.2. Results and Analysis

Table of Results

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