Academic Intrinsic Motivation (Aim) : Memahami Hasrat Belajar Mahasiswa terhadap Academic Performance

Tujuan penelitian ini untuk mengeksplorasi dan memahami hubungan antara academic intrinsic motivation (AIM) dan academic performance pada mahasiswa jurusan manajemen Universitas Bhayangkara Jakarta Raya. Desain penelitian ini adalah metode kuantitatif dengan jenis penelitian non-eksperimental. Responden penelitian adalah 152 mahasiswa. Hasil analisis menjukkan bahwa pengaruh orang tua dan lingkungan diciptakan dan diarahkan pada hasrat belajar yang tinggi dapat meningkatkan self-awareness pada mahasiswa. Ini berarti konsep academic intrinsic motivation (AIM) dapat diaplikasinkan untuk meningkatkan academic performance dan kompetensi personal.

Psychometric Properties of the Academic Intrinsic Motivation Scale in a High School Context

The Academic Intrinsic Motivation Scale (AIMS) measures key components of student intrinsic motivation (IM). We investigate score validity and reliability of a downward extension of the AIMS developed for students in the high school context using a sample of students from the Pacific Northwest region of the United States. Through classical test theory, this study documents the scale’s (1) item difficulty and discrimination, (2) underlying factor structure and score reliability via confirmatory factor analysis and omega coefficients, and (3) relationship with the theoretically related variables student retention, achievement, and teamwork ability. Findings support scoring, generalizability, and extrapolation inferences for the downward extension of the AIMS in a high school sample. Implications for additional psychometric validity evidence are discussed.

Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities

Students who report high levels of intrinsic motivation (IM) perform better on academic tasks compared with students who report low levels of IM. However, there is a paucity of data on IM for several disability categories (e.g., intellectual disability). The focus of this study was to use a nationally representative sample of students with disabilities to understand whether teachers’ perceptions of students’ academic IM varied by disability categories. Correlation and regression models were used to determine factors that influenced teachers’ perceptions of academic IM for students with disabilities. Controlling for external factors, such as parental expectation of their child’s academic career and teachers’ pedagogical competence, attenuated gaps in teacher perception of student IM between students with intellectual disability and learning disability. Including student classroom collaboration variables such as frequency of participation in peer work and classroom discussion to the model reduced disparities in teacher-perceived academic IM between students with autism and learning disabilities.

The Academic Intrinsic Motivation and its Relationship with the Emotional Intelligence Level with a Sample of the Academic Overachievers and Underachievers of Najran University

<p>The research tackled the academic intrinsic motivation and its relationship with the emotional intelligence with a sample of the academic overachievers and underachievers of Najran University. The study population consisted of the students of Najran University who are enrolled in the University academic year 2015/2016, during the first semester in the various colleges. The study sample consisted of (423) male and female students; and the study instruments included the emotional IQ which consisted of (54) items, and the academic intrinsic motivation questionnaire, which consisted of (36) items, to identify the overall emotional intelligence degree and the motivation with the students. The results showed that the academic intrinsic motivation and emotional intelligence degrees were high with the university students. Furthermore, the results showed a direct correlational, statistically significant relationship between the academic intrinsic motivation and the emotional intelligence; and there are statistically significant differences between the motivation and emotional intelligence among the academically outstanding and non-outstanding students.</p>