This study investigated the relationship between achievement motivation and academic performance of 67 college students in Zambia. Achievement motivation was measured by applying a modified version of Lynn's achievement motivation questionnaire and academic performance was measured by averaging the grades of term examinations. A Pearson product-moment correlation indicated a significant positive relation between achievement motivation and academic performance. The practical significance was discussed. It is suggested that achievement motivation training programs for underachieving students in developing countries might improve their academic performances.
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