This study was designed to reveal the differences in patterns of motivational variables and factors, and their differential effects upon academic achievement of Chinese and Puerto Rican early-grade school children. To determine the motivation and achievement levels, 198 subjects, with 99 in each group, were selected and tested by three motivational scales, Gumpgookies, Test Anxiety, and Achievement Responsibility Questionnaire, and an achievement test. Motivational patterns on the three scales and on the five factors in Gumpgookies were analyzed between cultures. The motivation-achievement relationship was also obtained by multiple regression analysis. The cross-cultural findings in this study showed that different cultures did provide differential impacts upon the development of achievement motives as well as upon the association patterns between motivation and performance. (Author)