摘要：This study aims to determine the relationship between self-monitoring onstudents & achievement motivation. According to Snyder, Gangestad andSimpson (1983), self-monitoring is defined as the way individuals in a plan, actand behave in social situations. Self monitoring of two prototypes, namely: highself-monitoring and low self-monitoring. While according McClelland (inAtkinson, 1964), achievement motivation is the motive for encouragingindividual achievement, in some work activities, individuals must takeresponsibility for success or failure, there must be limits of knowledge so thatindividuals know when he was successful and the individual must know thatthere are levels of risk must be taken to achieve success. This is a quantitativeresearch done on 100 students of level 1 to level 4 Gunadarma Universitypsychology faculties. Test the assumptions used in this research is testinglinearity and normality. Linearity test results obtained from the F value of36.886 with a sig = 0.000 (p < 0.05). This test showed linearity in the selfmonitoring and achievement motivation showed linear results. To test fornormality was conducted by using one sample to test for normality KolmogrovTest score distribution. Based on self-test of normality on the monitoring ofvariable gain value z = 0.744 with a significance of 0.587 (p < .05). Testingnormality in achievement motivation obtained value of z = 0.655 with asignificance that is equal to 0.784 (p < 0.05). In a research note coefficient (r)which was obtained at 0.523 with a significance level of 0.000 (p > 0.01). Thismeans there was a significant relationship between self-monitoring on students& achievement motivation. Where the higher the self monitoring of a person,the higher the motivation of achievement motivation. Conversely the lower theself-monitoring of a person is, the lower the motivation achievement motivation.Thus the hypothesis in this study received.
