Validity and Reliability of the Academic Motivation Scale: Study of The Activist Student in College

Sri Wicahyani, Septian Wiliyanto, Heryanto Nur Muhammad, Sapto Wibowo, Afif Rusdiawan, Agung Prasetyo

Abstract


Validity and reliability are essential to the effectiveness of any data-collecting research procedure. This study was to test the validity and reliability of the Academic Motivation Scale (AMS), consisting of 28 questions with. The questions was used a Likert scale of 1-7 on each question point. This instrument is grouped into seven dimensions, namely intrinsic motivation to know (IMK); intrinsic motivation towards achievement (IMA); intrinsic motivation to experience stimulation (IMES); extrinsic motivation to identify (EMId); extrinsic motivation to introjected (EMInt); extrinsic motivation external regulation (EMR); and amotivation (AM). The researcher set a sampling quota of 100 activist students as respondents from various faculties at the State University of Surabaya. This research is survey research with a quantitative approach. The data collection technique was a questionnaire filled out by respondents online. The data analysis technique was by conducting validity and reliability tests using SPSS. A total of 28 questions in the AMS questionnaire were declared valid with a Sig. (2-tailed) value of <0.05. Reliability in the AMS questionnaire with a Cronbach's Alpha score of .864. It was concluded that the AMS instrument can be used to measure the achievement motivation of activist students.

Keywords


Validity, Reliability, Academic Motivation Scale, Activist Student

Full Text:

PDF

References


Barkoukis, V., Tsorbatzoudis, H., Grouios, G., & Sideridis, G. (2008). The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the greek version of the academic motivation scale. Assessment in Education: Principles, Policy and Practice, 15(1), 39–55. https://doi.org/10.1080/09695940701876128

Ghiasvand, A. M., Naderi, M., Tafreshi, M. Z., Ahmadi, F., & Hosseini, M. (2017). Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran. Electronic Physician, 9(1), 3678–3684. https://doi.org/10.19082/3678

Hayati, S., & Lailatussaadah. (2016). Validitas Dan Reliabilitas Instrumen Pengetahuan Pembelajaran Aktif, Kreatif dan Menyenangkan (Pakem) Menggunakan Model RASCH. Didaktika, 16(2), 169–179.

Hulfian, L., & Subakti. (2022). Tingkat Validitas Dan Reliabilitas Instrument Tes Keterampilan Bermain Futsal. ACADEMIA: Jurnal Inovasi Riset Akademik, 2(1), 27–34. https://doi.org/10.51878/academia.v2i1.1077

Mappadang, A., Khusaini, K., Sinaga, M., & Elizabeth, E. (2022). Academic interest determines the academic performance of undergraduate accounting students: Multinomial logit evidence. Cogent Business and Management, 9(1). https://doi.org/10.1080/23311975.2022.2101326

Miulescu, A. (2019). The Academic Motivation Scale (AMS): Factorial Structure, Validity and Reliability of The Romanian Version. Studia Doctoralia, 10(1), 29–40. https://doi.org/10.47040/sd0000068

Ningsih, E. S., Fatimah, F. S., & Sarwadhamana, R. J. (2021). Uji Validitas dan Reliabilitas Instrumen Kuesioner Manajemen Talenta. Indonesian Journal of Hospital Administration, 4(2), 52. https://doi.org/10.21927/ijhaa.2021.4(2).52-55

Puspasari, H., Puspita, W., Farmasi Yarsi Pontianak, A., & Barat, K. (2022). Uji Validitas dan Reliabilitas Instrumen Penelitian Tingkat Pengetahuan dan Sikap Mahasiswa terhadap Pemilihan Suplemen Kesehatan dalam Menghadapi Covid-19 Validity Test and Reliability Instrument Research Level Knowledge and Attitude of Students Towards . Jurnal Kesehatan, 13(1), 65–71. http://ejurnal.poltekkes-tjk.ac.id/index.php/JK

Sivrikaya, A. H. (2019). The Relationship between Academic Motivation and Academic Achievement of the Students. Asian Journal of Education and Training, 5(2), 309–315. https://doi.org/10.20448/journal.522.2019.52.309.315

Smith, R. L. (2015). A Contextual Measure of Achievement Motivation : Significance for Research in Counseling. VISTAS Online, 1(14), 1–11. https://www.counseling.org/docs/default-source/vistas/a-contextual-measure-of-achievement-motivation-significance-for-research-in-counseling.pdf?sfvrsn=6417f2c_10

Syah, M. C. (2019). Uji Validitas Konstruk Pada Instrumen Motivasi Akademik Dengan Metode Confirmatory Factor Analysis (CFA). Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia (JP3I), 7(2), 78–85. https://doi.org/10.15408/jp3i.v7i2.12099

Taherdoost, H. (2018). Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research. SSRN Electronic Journal, January 2016. https://doi.org/10.2139/ssrn.3205040

Utvær, B. K. S., & Haugan, G. (2016). The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students. Nordic Journal of Vocational Education and Training, November, 17–45. https://doi.org/10.3384/njvet.2242-458x.166217

Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1). https://doi.org/10.1080/10872981.2020.1742964

Zeng, Y., & Yao, D. (2023). A Literature Review of The Academic Motivation Scale (Ams) and Its Reliability and Validity. International Journal of Education and Humanities, 8(3), 43–46. https://doi.org/10.54097/ijeh.v8i3.8081




DOI: https://doi.org/10.17509/jtikor.v9i1.81893

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Sri Wicahyani, Septian Wiliyanto, Heryanto Nur Muhammad, Sapto Wibowo, Afif Rusdiawan, Agung Prasetyo

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.