Attribution and Motivation: Gender, ethnicity, and religion differences among Indonesian university students

Sutantoputri, Novita W.; Watt, Helen Margaret Gilchrist

doi:10.5430/ijhe.v2n1p12

Cited by 8 publications

(7 citation statements)

References 45 publications

(42 reference statements)

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“…Probably, this is a practice that is missing the previous attribution studies. The finding might corroborate the essence of religiosity as a predictor of the students' motivational goals (Sutantoputri & Watt, 2012;Sutantoputri & Watt, 2013) in Indonesian settings and as a teaching strategy to enhance the students' learning motivation (Mali, 2017a). In Indonesia, the essence of religiosity is also highly appreciated as it becomes the first of five cores in Pancasila, the Indonesian National Philosophy; Belief in the One and Only God.…”

Section: Discussionmentioning

confidence: 73%

The exploration of Indonesian students’ attributions in EFL reading and writing classes

Mali

2022

bhs dan seni

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The exploration of Indonesian students’ attributions in EFL reading and writing classesAlthough the previous studies have given so much attention to exploring the students’ attributions in various settings and academic levels, there is a scarcity of research that presents and compares findings on the attributions of Indonesian university students, specifically in the reading (receptive skill) and writing (productive skill) courses. This study researched students’ attributions in their English as a Foreign Language (EFL) writing and reading classrooms at a private university in Indonesia. The research participants were 161 students who responded to an online questionnaire that explored their attributions for the success or failure in achieving the learning objectives of the classes. The study revealed that most of the students in both courses could successfully achieve the learning objectives, and there were no attribution differences in the courses. Their effort and positive teacher’s performances were mostly cited attributions for the success, whereas low ability and lack of effort were the primary attributions for some students’ failure in achieving the learning objectives of the classes. Practical strategies to support teaching and learning in the EFL reading and writing classes and directions for further research were presented.Keywords: attribution, EFL teaching, reading, writingEksplorasi atribusi mahasiswa Indonesia di kelas menulis dan membaca bahasa Inggris sebagai bahasa asingMeskipun penelitian sebelumnya telah banyak mengeksplorasi atribusi siswa di tempat dan tingkat pendidikan yang berbeda, masih sedikit penelitian yang menyajikan dan membandingkan hasil kajian atribusi dari para mahasiswa Indonesia, khususnya di kelas membaca (kemampuan reseptif) dan menulis (kemampuan produktif). Kajian ini meneliti atribusi para mahasiswa di kelas menulis dan membaca bahasa Inggris sebagai bahasa asing (EFL) di salah satu universitas swasta di Indonesia. Subjek penelitian ini adalah 161 mahasiswa. Mereka mengisi kuesioner secara online yang mengeksplorasi atribusi tentang keberhasilan dan kegagalan mereka untuk mencapai tujuan pembelajaran di dalam kelas. Hasil penelitian menunjukan bahwa mayoritas mahasiswa merasa dapat mencapai tujuan pembelajaran dengan sukses, dan tidak ada perbedaan atribusi di kedua kelas tersebut. Usaha dan performa positif guru mereka menjadi atribusi yang banyak disebutkan oleh para mahasiswa untuk keberhasilannya, sedangkan tingkat kemampuan yang rendah dan kurangnya usaha menjadi atribusi utama yang menjelaskan tentang kegagalan beberapa mahasiswa untuk mencapai tujuan pembelajaran di dalam kelas. Strategi praktikal untuk mendukung pengajaran dan pembelajaran di kelas membaca dan menulis EFL tersebut, dan petunjuk untuk penelitian selanjutnya juga dibahas.Kata kunci: atribusi, pengajaran EFL, membaca, menulis

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Section: Discussionmentioning

confidence: 73%

The exploration of Indonesian students’ attributions in EFL reading and writing classes

Mali

2022

bhs dan seni

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“…This view is especially true for the young generation. Despite the change of view, Javanese women are still likely to prioritize family and family's needs above their individual preferences [29,30]. For instance, Javanese women might willingly leave their job to care for their children or follow their husband if the husband is transferred to another workplace [29].…”

Section: Women's Role In Javanese Culturementioning

confidence: 99%

Female in the Healthcare: Exploring Female Nurses Motivation in Javanese Hospitals, Indonesia

Ratri

2023

JOCHAPM

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Javanese regions in Indonesia have been known to suffer from nurse shortages and low nurse motivation. These situations may hinder their performance. Gender and cultural aspects are essential to developing motivational strategies, but they are rarely considered in Indonesia. This study intended to explore the current situation in Javanese hospitals that affect the work motivation of female nurses. This study was a literature review. The keywords used for the search were “motivation,” “need* OR motive* OR goal* OR incentive* OR value*,” “work OR job OR career,” “policy OR regulation*,” “female OR women OR woman,” “nurse*,” “hospital*,” “government”, “Javanese OR Indonesia”, “low middle income country* OR developing country*” and “performance .”Data were obtained from electronic databases and grey literature. We used a conceptual framework to analyze 65 relevant articles. We found that female nurses in Javanese hospitals were seeking monetary means, supports to balance work-family, and means to boost their self-esteem and self-actualization. Government and hospital managers had been providing motivational incentives, yet the use of the incentives was still limited and inadequate. Hospital managers may provide a combination of financial and non-financial incentives to improve female nurses’ motivation, emphasizing non-financial incentives rather than financial incentives. More research is helpful in exploring what motivates Javanese female nurses.

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“…Students who have controllable attributional beliefs (efforts) were more likely to achieve the mastery better than students who attribute to uncontrollable factors (ability and luck). Furthermore, Sutantoputri and Watt (2013) claim that there were no main effects of ethnicity or religious affiliations on attributional dimensions. Unfortunately, none of these studies investigated the relationship between attributional beliefs and students" reading comprehension in the East Nusa Tenggara province.…”

Section: Introductionmentioning

confidence: 96%

“…There have been a few studies about attributional beliefs in Indonesia (e.g., Iksan, 2015;Mali, 2016;Mbato, 2013;Sutantoputri & Watt, 2013). These studies were mostly conducted in some universities in Java island.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Attributional Beliefs On Indonesian EFL Learners’ Reading Comprehension

Florida

Mbato

2022

JEELS

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This research investigated how Indonesian EFL learners attributed their successes and failures in reading comprehension and whether or not there was any correlation between attributional beliefs and EFL learners’ monitoring strategies in reading. The researchers distributed Attributional Beliefs Questionnaire (ABQ) and Reading Monitoring Strategies Questionnaire (RMSQ) to undergraduate students in the third semester (n=36) of a private university in Kupang, the capital city of East Nusa Tenggara (NTT) Province. The data were analyzed using Pearson Correlation scale. Six students were selected to be interviewed to obtain qualitative data. Based on the results, 56% of students attributed their successes and failures in reading to the internal factors (efforts and strategies) rather than the external ones (reading text and learning environment). There was a moderate and insignificant correlation between attributional beliefs and reading monitoring strategies with r=0.51. It indicated that students need to regulate themselves and navigate their learning based on their attributional beliefs or they would experience learned helplessness. This research offered two implications for the teaching of reading among Indonesian EFL learners. In order to gain a greater opportunity to experience more reading success, language teachers were recommended to introduce attribution concepts and implement all reading strategies to their students.

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Attribution and Motivation: Gender, ethnicity, and religion differences among Indonesian university students

Cited by 8 publications

References 45 publications

The exploration of Indonesian students’ attributions in EFL reading and writing classes

The exploration of Indonesian students’ attributions in EFL reading and writing classes

Female in the Healthcare: Exploring Female Nurses Motivation in Javanese Hospitals, Indonesia

The Influence of Attributional Beliefs On Indonesian EFL Learners’ Reading Comprehension

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