The relationship between creativity and achievement motivation with high school students’ entrepreneurship

Abstract This study was an attempt to investigate the relationship between creativity and achievement motivation with high school students’ entrepreneurship in Shiraz. In this regard, the relationship of the four dimensions of creativity (fluency, initiative, flexibility, and elaboration) accompanied by 8 characteristics of achievement motivation (hard working, vision, eagerness, purposefulness, progress, insistence, primarity of colleague experts, and the utmost use of time) with entrepreneurship were investigated. The research method was correlation and Abedi's (1993) creativity questionnaire, Hermans’ (1970) Achievement Motivation Test, and Scarborough and Zimmerer’ (1990) Entrepreneurship Profile were used. 365 (171 male and 194 female) students were chosen using multistage cluster sampling and were asked to complete the questionnaires. After collecting and analyzing the data, the results indicated that there was a meaningful relation between students’ creativity and entrepreneurship. There was also meaningful positive relation between achievement motivation and entrepreneurship. Among the components of creativity, fluency and initiative had positive relation to entrepreneurship. Among components of achievement motivation, hard working, purposefulness, and insistence had positive meaningful relation to entrepreneurship; however, the utmost use of time had negative relation to entrepreneurship. Other components of achievement motivation had weak relations with entrepreneurship. Moreover, the results showed that girls were higher than boys in creativity, achievement motivation, and entrepreneurship. Among the four regions of education, region 2 had better situation regarding the three variables than other regions.