Development And Validation Of A Questionnaire To Assess Academic Learning Motivation Through Measuring Regulation Styles Among Indonesian University Students.
DEVELOPMENT AND VALIDATION OF A QUESTIONNAIRE
TO ASSESS ACADEMIC LEARNING MOTIVATION
THROUGH MEASURING REGULATION STYLES
AMONG INDONESIAN UNIVERSITY STUDENTS
WITRIANI SOEGIJARDJO1
WISMANINGSIH SUDRADJAT
SUDARMO WIYONO
FACULTY OF PSYCHOLOGY
UNIVERSITAS PADJADJARAN
BANDUNG
INDONESIA
2007
1
Present ed in t he XXIX Int ernat ional Congress of Psychol ogy,
Berl in, Jul y 2008
ABST RACT
Fail ur e t o complet e st udies on t ime was r el at ed t o l ack of mot ivat ion
f or academic l ear ning. Based on Sel f-Det er minat ion Theor y (SDT;
Deci&Ryan, 2000), a quest ionnair e was const r uct ed t o measur e
mot ivat ion r anging f r om amot ivat ion (non sel f -det er mined behavior ) t o
int r insic mot ivat ion (sel f-det er mined). It ems wer e const ruct ed and
t est ed on t wo t r yout s (N1=432, N2=392). Cont ent val idit y was obt ained
t hr ough examinat ion of a panel of exper t s. Const r cut val idit y,
r el iabil it y (>0. 7), and it em anal ysis wer e comput ed resul t ing in 94
it ems measur ing six Regul at ion St yl es. The quest ionnair e is val id t o
det ect st r engt hs and weaknesses in l ear ning mot ivat ion which can be
used f or int er vent ions t o over come r el at ed pr obl ems.
Keywor ds: mot ivat ion, academic l ear ni ng, Sel f Det er minat ion Theor y,
univer sit y st udent s
INTRODUCTION
One of t he most common probl ems in t he academic worl d in
Indonesia i s t hat t he number of st udent s who graduat es on t ime, wit h at
l east sat i sf act ory GPA, is relat i vel y l ow. Prel i minary research dat a (2005)
obt ained f rom 161 st udent s of t he Facul t y of Psychol ogy, Universit y of
Padj adj aran (year 2000-2004) showed some f act ors rel at ed t o t he
probl ems prevent i ng t hem f rom graduat ing on t ime. Among t he int ernal
f act ors which hinder t hei r st udy are: l ow or no mot ivat ion, l ow or no
int erest , pessimism, l ack of abil it y, personal f act ors (being l azy, moody,
anxious, not conf ident ), and cognit ive f act ors (percept ions about sel f ),
according t o 54. 10% of t he respondent s. On t he ot her hand, ext ernal
f act ors were most l y percei ved as support ing f act or f or t hei r st udy
(75. 17% of respondent s). Among t hese ext ernal f act ors are t he presence
of ot hers (boy/ girl f riend, f ri ends' help in st udying, discussion partners,
smart f riends, seniors l ending books), envi ronment al f act ors (campus
envi ronment ,
(comput er,
l odgi ng
st udy
envi ronment ,
room,
hol i days,
t ransport at ion,
schedul e),
avail abil it y
of
f acilit i es
t ext books,
int ernet access), f i nanci al support , l ect urers (syst emat ic, enj oyabl e,
good
rel at ionship
wit h
t he
l ecturers),
subj ect
mat t er
(int erest ing
page 2 of 8
mat erial , specif ic mat erial, int erest ing/ chal l enging t asks). What f act ors
t rul y mot ivat e st udent s t o st udy, and what
f act ors enhance h
t eir
mot ivat ion t o st udy? This research was i nt ended t o const ruct measures
f or answering t hese quest ions, based on t he Sel f -Det erminat ion Theory
(Deci & Ryan, 1985, 2000).
PURPOSE
The aim of t hi s research was to devel op a research i nst rument
which is abl e t o describe t he academic mot ivat ion of t he universit y
st udent s, especi al l y Universit y of Padj adj aran st udents, by measuri ng
t heir regul at ion st yl es. This Regul at ion St yl e quest ionnaire describes t he
mot ivat ion
t hrough
six
regul at ion,
i nt roj ect ed
regul ati on
regul at ion,
st yl es: non-regul at ion,
ident if ied
regul at ion,
ext ernal
n
i t egrat ed
regul at ion, and int ri nsic regul at ion.
METHOD
The out come of
t his research is an inst rument
t o measure
mot ivat ional Regul at ion St yl es as a sel f-administ ered quest ionnaire.
It ems were const ruct ed and examined t hrough an in-dept h anal ysis by
expert
reviewers in
order
to
a
ssess t he
cont ent
val idit y
of
t his
inst rument . The revised inst rument was t ried out . At t he same t ime, t he
st udent s were al so gi ven t he Int r insic Mot ivat ion Invent or y (Ryan, 1982)
which was val idat ed t hrough Conf irmat ory Fact or Anal ysis by McAul ey,
Duncan,
and Tammen (1987). Congruent val idit y was obt ained by
correl at ing t he const ruct ed i nst rument wi t h t he Int r insic Mot i vat ion
Invent or y . Rel iabil it y t est s were done t o conf irm t he rel iabil ity of t hi s
inst rument . The it em discriminat ion index was used in decidi ng which
it ems were t o be revised. A second t ry-out was conduct ed t o obt ain t he
page 3 of 8
f inal set of val id and rel iable it ems. SPSS (St at ist ical Package f or Social
Science) sof t ware 14. 0 was used f or al l comput at ions.
The inst rument was t hen used to assess t he regul at ion st yl es of
t he Facul t y of Psychol ogy st udent s (year 2005). A norm was made usi ng
t he
RAI
(Rel at ive
Aut onomy
Index – a
combinat ion
of
weight ed
Regul at ion St yl e scores which describe t he degree aut onomy, Grol nick &
Ryan, 1989). Int erpret at ion of t he i ndividual s or group coul d be made
based on RAI or t he Regul at ion St yl e prof il e.
RESULTS AND DISCUSSION
Cont ent val idit y of t he const ruct ed it ems was obt ained t hrough an
in-dept h anal ysi s done by f ive exper t r eviewer s. Based on t he expert s'
revi ew, it em revisions were made. The revised inst rument (90 it ems) was
t hen given t o 423 Universit y of Padj adj aran st udent s (cl ass of 2004 f rom
8 f acul t ies). The inst rument was correl at ed wit h t he Int r i nsic Mot i vat ion
Invent or y (Ryan, 1982) r = 0, 641, at 99% si gnif icance. This showed t he
exist ence of congr uent val idit y. Const r uct val idit y was al so obt ained
t hrough f act or anal ysis. Al pha Cr onbach ( > 0. 7) f or each regul at ion
st yl es showed t hat t his i nst rument is rel iabl e. Revision f rom t he f irst t ryout (105 it ems) was t hen t ried out t o 392 st udent s, resul t ing i n 94 val id
and rel iabl e it ems ( > 0.8 f or each Regul at ion St yl e, see Table 1).
However,
t he const r uct
val idit y obt ai ned
el iminat ed t he ego-invol vement
sub
t hrough
dimension
of
f act or
anal ysis
t he Int r oj ect ed
Regul at ion. There was an i ndicat ion t hat thi s el iminat ion was rel at ed t o
t he dif f erence bet ween Indonesian cul t ures and West ern cul t ure. Deci &
Ryan st at ed t hat t here is considerabl e variabl it y in t he val ues and goal s
hel d in dif f erent cul t ures, suggest ing t hat some of t he avenues t o basic
need sat i sf act ion may dif f er widel y f rom cul t ure t o cul t ure (2000).
page 4 of 8
Tabl e 1. Rel iabil it y (af t er Fact or Analysis)
REGULAT ION ST YLES
NONREG
NUMBER
OF ITEMS
Cronbach
EXTERNAL INTROJECTED
IDENTIFIED
INTEGRATED
INTRINSIC
19
13
18
14
15
15
0. 895
0. 832
0. 836
0. 890
0. 888
0. 895
N
u
m
b
e
ro
f
S
tu
d
e
n
ts
Diagram 1. Prof ile of t he Dominant Regul at ion St yl es of t he Facul t y of Psychol ogy
St udent s year 2005
Regulation Style Profile
Faculty of Psychology class of 2005
12
10
8
6
4
2
0
11
7
6
8
5
4
NonRegulation
External
Introjected
Identified
Integrated
Intrinsic
Regulation Styles
The dat a from t he year 2005 st udent s of t he f acul t y of Psychol ogy in Diagram 1
showed t hat 58. 54% st udent s (N=41) were dominant in t he Non-Regul at i on
(11 st udent s), Ext er nal Regul at i on (7 st udent s) and Int r oj ect ed Regul at i on
(6 st udent s).
CONCLUSION
It
can be concl uded f rom t he psychomet ric propert ies t hat
t he
Regul at ion St yl es research inst rument is a val id and rel iable al t ernat ive
measurement of mot ivat ion. The weak point of t his inst rument is t hat it is not
recommended yet t o be used in ot her groups wit hout f urt her st udy. The st rong
point is t hat t his inst rument is abl e t o describe mot ivat ion t hrough it s
regul at ion st yl es. It can be used t o assess individual s or individual s as a group,
as well as describing t he individual 's behavior and t he rel evant regul at ory
processes. The resul t of t his assessment wil l be usef ul f or st udent s, counselors,
page 5 of 8
inst ruct ors/ l ect urers, in addit ion t o ot her educat ional st akehol ders. Based on
t he assessed dat a, a suit abl e int ervent ion program eit her f or individual or
group can be designed accordingl y.
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Rel at ionships,
and
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page 8 of 8
TO ASSESS ACADEMIC LEARNING MOTIVATION
THROUGH MEASURING REGULATION STYLES
AMONG INDONESIAN UNIVERSITY STUDENTS
WITRIANI SOEGIJARDJO1
WISMANINGSIH SUDRADJAT
SUDARMO WIYONO
FACULTY OF PSYCHOLOGY
UNIVERSITAS PADJADJARAN
BANDUNG
INDONESIA
2007
1
Present ed in t he XXIX Int ernat ional Congress of Psychol ogy,
Berl in, Jul y 2008
ABST RACT
Fail ur e t o complet e st udies on t ime was r el at ed t o l ack of mot ivat ion
f or academic l ear ning. Based on Sel f-Det er minat ion Theor y (SDT;
Deci&Ryan, 2000), a quest ionnair e was const r uct ed t o measur e
mot ivat ion r anging f r om amot ivat ion (non sel f -det er mined behavior ) t o
int r insic mot ivat ion (sel f-det er mined). It ems wer e const ruct ed and
t est ed on t wo t r yout s (N1=432, N2=392). Cont ent val idit y was obt ained
t hr ough examinat ion of a panel of exper t s. Const r cut val idit y,
r el iabil it y (>0. 7), and it em anal ysis wer e comput ed resul t ing in 94
it ems measur ing six Regul at ion St yl es. The quest ionnair e is val id t o
det ect st r engt hs and weaknesses in l ear ning mot ivat ion which can be
used f or int er vent ions t o over come r el at ed pr obl ems.
Keywor ds: mot ivat ion, academic l ear ni ng, Sel f Det er minat ion Theor y,
univer sit y st udent s
INTRODUCTION
One of t he most common probl ems in t he academic worl d in
Indonesia i s t hat t he number of st udent s who graduat es on t ime, wit h at
l east sat i sf act ory GPA, is relat i vel y l ow. Prel i minary research dat a (2005)
obt ained f rom 161 st udent s of t he Facul t y of Psychol ogy, Universit y of
Padj adj aran (year 2000-2004) showed some f act ors rel at ed t o t he
probl ems prevent i ng t hem f rom graduat ing on t ime. Among t he int ernal
f act ors which hinder t hei r st udy are: l ow or no mot ivat ion, l ow or no
int erest , pessimism, l ack of abil it y, personal f act ors (being l azy, moody,
anxious, not conf ident ), and cognit ive f act ors (percept ions about sel f ),
according t o 54. 10% of t he respondent s. On t he ot her hand, ext ernal
f act ors were most l y percei ved as support ing f act or f or t hei r st udy
(75. 17% of respondent s). Among t hese ext ernal f act ors are t he presence
of ot hers (boy/ girl f riend, f ri ends' help in st udying, discussion partners,
smart f riends, seniors l ending books), envi ronment al f act ors (campus
envi ronment ,
(comput er,
l odgi ng
st udy
envi ronment ,
room,
hol i days,
t ransport at ion,
schedul e),
avail abil it y
of
f acilit i es
t ext books,
int ernet access), f i nanci al support , l ect urers (syst emat ic, enj oyabl e,
good
rel at ionship
wit h
t he
l ecturers),
subj ect
mat t er
(int erest ing
page 2 of 8
mat erial , specif ic mat erial, int erest ing/ chal l enging t asks). What f act ors
t rul y mot ivat e st udent s t o st udy, and what
f act ors enhance h
t eir
mot ivat ion t o st udy? This research was i nt ended t o const ruct measures
f or answering t hese quest ions, based on t he Sel f -Det erminat ion Theory
(Deci & Ryan, 1985, 2000).
PURPOSE
The aim of t hi s research was to devel op a research i nst rument
which is abl e t o describe t he academic mot ivat ion of t he universit y
st udent s, especi al l y Universit y of Padj adj aran st udents, by measuri ng
t heir regul at ion st yl es. This Regul at ion St yl e quest ionnaire describes t he
mot ivat ion
t hrough
six
regul at ion,
i nt roj ect ed
regul ati on
regul at ion,
st yl es: non-regul at ion,
ident if ied
regul at ion,
ext ernal
n
i t egrat ed
regul at ion, and int ri nsic regul at ion.
METHOD
The out come of
t his research is an inst rument
t o measure
mot ivat ional Regul at ion St yl es as a sel f-administ ered quest ionnaire.
It ems were const ruct ed and examined t hrough an in-dept h anal ysis by
expert
reviewers in
order
to
a
ssess t he
cont ent
val idit y
of
t his
inst rument . The revised inst rument was t ried out . At t he same t ime, t he
st udent s were al so gi ven t he Int r insic Mot ivat ion Invent or y (Ryan, 1982)
which was val idat ed t hrough Conf irmat ory Fact or Anal ysis by McAul ey,
Duncan,
and Tammen (1987). Congruent val idit y was obt ained by
correl at ing t he const ruct ed i nst rument wi t h t he Int r insic Mot i vat ion
Invent or y . Rel iabil it y t est s were done t o conf irm t he rel iabil ity of t hi s
inst rument . The it em discriminat ion index was used in decidi ng which
it ems were t o be revised. A second t ry-out was conduct ed t o obt ain t he
page 3 of 8
f inal set of val id and rel iable it ems. SPSS (St at ist ical Package f or Social
Science) sof t ware 14. 0 was used f or al l comput at ions.
The inst rument was t hen used to assess t he regul at ion st yl es of
t he Facul t y of Psychol ogy st udent s (year 2005). A norm was made usi ng
t he
RAI
(Rel at ive
Aut onomy
Index – a
combinat ion
of
weight ed
Regul at ion St yl e scores which describe t he degree aut onomy, Grol nick &
Ryan, 1989). Int erpret at ion of t he i ndividual s or group coul d be made
based on RAI or t he Regul at ion St yl e prof il e.
RESULTS AND DISCUSSION
Cont ent val idit y of t he const ruct ed it ems was obt ained t hrough an
in-dept h anal ysi s done by f ive exper t r eviewer s. Based on t he expert s'
revi ew, it em revisions were made. The revised inst rument (90 it ems) was
t hen given t o 423 Universit y of Padj adj aran st udent s (cl ass of 2004 f rom
8 f acul t ies). The inst rument was correl at ed wit h t he Int r i nsic Mot i vat ion
Invent or y (Ryan, 1982) r = 0, 641, at 99% si gnif icance. This showed t he
exist ence of congr uent val idit y. Const r uct val idit y was al so obt ained
t hrough f act or anal ysis. Al pha Cr onbach ( > 0. 7) f or each regul at ion
st yl es showed t hat t his i nst rument is rel iabl e. Revision f rom t he f irst t ryout (105 it ems) was t hen t ried out t o 392 st udent s, resul t ing i n 94 val id
and rel iabl e it ems ( > 0.8 f or each Regul at ion St yl e, see Table 1).
However,
t he const r uct
val idit y obt ai ned
el iminat ed t he ego-invol vement
sub
t hrough
dimension
of
f act or
anal ysis
t he Int r oj ect ed
Regul at ion. There was an i ndicat ion t hat thi s el iminat ion was rel at ed t o
t he dif f erence bet ween Indonesian cul t ures and West ern cul t ure. Deci &
Ryan st at ed t hat t here is considerabl e variabl it y in t he val ues and goal s
hel d in dif f erent cul t ures, suggest ing t hat some of t he avenues t o basic
need sat i sf act ion may dif f er widel y f rom cul t ure t o cul t ure (2000).
page 4 of 8
Tabl e 1. Rel iabil it y (af t er Fact or Analysis)
REGULAT ION ST YLES
NONREG
NUMBER
OF ITEMS
Cronbach
EXTERNAL INTROJECTED
IDENTIFIED
INTEGRATED
INTRINSIC
19
13
18
14
15
15
0. 895
0. 832
0. 836
0. 890
0. 888
0. 895
N
u
m
b
e
ro
f
S
tu
d
e
n
ts
Diagram 1. Prof ile of t he Dominant Regul at ion St yl es of t he Facul t y of Psychol ogy
St udent s year 2005
Regulation Style Profile
Faculty of Psychology class of 2005
12
10
8
6
4
2
0
11
7
6
8
5
4
NonRegulation
External
Introjected
Identified
Integrated
Intrinsic
Regulation Styles
The dat a from t he year 2005 st udent s of t he f acul t y of Psychol ogy in Diagram 1
showed t hat 58. 54% st udent s (N=41) were dominant in t he Non-Regul at i on
(11 st udent s), Ext er nal Regul at i on (7 st udent s) and Int r oj ect ed Regul at i on
(6 st udent s).
CONCLUSION
It
can be concl uded f rom t he psychomet ric propert ies t hat
t he
Regul at ion St yl es research inst rument is a val id and rel iable al t ernat ive
measurement of mot ivat ion. The weak point of t his inst rument is t hat it is not
recommended yet t o be used in ot her groups wit hout f urt her st udy. The st rong
point is t hat t his inst rument is abl e t o describe mot ivat ion t hrough it s
regul at ion st yl es. It can be used t o assess individual s or individual s as a group,
as well as describing t he individual 's behavior and t he rel evant regul at ory
processes. The resul t of t his assessment wil l be usef ul f or st udent s, counselors,
page 5 of 8
inst ruct ors/ l ect urers, in addit ion t o ot her educat ional st akehol ders. Based on
t he assessed dat a, a suit abl e int ervent ion program eit her f or individual or
group can be designed accordingl y.
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