Exploratory and Confirmatory Factor Analysis of the Academic Motivation Scale (AMS)–Bahasa Indonesia

Abstract

Validity evidence based on internal structure is important for psychological measurements and this internal structure can be evaluated by factor analysis. Two types of factor analysis are often conducted on psychometric tests: confirmatory factor analysis (CFA) and exploratory factor analysis (EFA). This study compared the groupings of the 30-item Indonesian version of the Academic Motivation Scale (AMS-Bahasa Indonesia), using both CFA and EFA. The CFA of the data sample from 1,168 undergraduates indicated that all dimensions and sub dimensions of the AMS-Bahasa Indonesia had good internal structural validity. Each subdimension, dimension, and variable of the AMS-Bahasa Indonesia fulfilled the goodness of fit criteria (RMSEA ≤ 0.08; GFI ≥ 0.9; CR ≥ 0.7). The EFA showed that all items of the three dimensions grouped perfectly as designed by Vallerand et al. (1992), and the factor loading values of all items are greater than or equal to 0.4. Although there are cross loadings of items, it can be explained as why it occurs. The results of the internal consistency analysis showed that the AMS-Bahasa Indonesia is a reliable measurement (α ≥ 0.7). In conclusion the AMS-Bahasa Indonesia is a valid instrument for measuring academic motivation accurately and reliably. Analisis Faktor Eksploratori dan Konfirmatori pada Academic Motivation Scale (AMS)-Bahasa Indonesia Abstrak Pembuktian validitas berdasarkan struktur internal adalah satu dari lima sumber bukti validitas untuk mengevaluasi validitas alat ukur psikologis. Analisis faktor adalah salah satu cara untuk membuktikan validitas berdasarkan sumber bukti struktur internal. Umumnya, terdapat dua jenis analisis faktor digunakan untuk pengujian psikometri, yaitu confirmatory factor analysis (CFA) dan exploratory factor analysis (EFA). Penelitian ini membedakan hasil pengelompokan tiga puluh butir academic motivation scale (AMS)-Bahasa Indonesia bedasarkan CFA dan EFA. Berdasarkan CFA dari sampel sebanyak 1.168 orang mahasiswa, diketahui bahwa semua dimensi dan sub-dimensi AMS-Bahasa Indonesia memiliki validitas struktur internal yang cukup baik. Setiap sub-dimensi, dimensi, dan variabel memenuhi semua ukuran goodness of fit (RMSEA £ 0,08; GFI ³ 0,9; CR ³ 0,7) dan dalam EFA ditemukan bahwa butir-butir dari ketiga dimensi mengelompok secara sempurna seperti yang didesain oleh Vallerand et al. (1992), ditunjukkan dari besaran factor loading semua butir lebih besar sama dengan 0,4. Sekalipun terdapat beberapa butir yang ditemukan cross loading namun pengelompokan tersebut dapat dijelaskan secara konseptual mengapa hal tersebut terjadi. Pada evaluasi validitas ini juga dilakukan pengujian konsistensi internal. Hasilnya menunjukkan bahwa AMS-Bahasa Indonesia adalah alat ukur yang reliabel (α ³ 0,7). Oleh karena itu, dapat disimpulkan bahwa AMS-Bahasa Indonesia adalah alat ukur yang valid sehingga dapat digunakan mengukur motivasi akademik secara akurat dan terpercaya.

The Construct Validity of Vallerand’s Academic Motivation Scale (AMS)

“…e current study agrees with the study of Natalya and Purwanto [46] that was conducted in Indonesia and concluded that the items of the academic motivation scale were loaded on three dimensions: intrinsic motivation, extrinsic motivation, and Amotivation. e results partially agreed with those of several studies that did not confirm the sevenfactor model, such as that of Taghipour Ali Hosein et al [39] which concluded that the scale consists of two dimensions, and the study by Alruaili [66] concluded that the scale consists of four dimensions.…”

“…Caleon et al [44] conducted a cross-cultural validation in Singapore; Zhang et al [45] conducted a validation of AMS in China. Natalya and Purwanto [46] conducted a validation of AMS in Indonesia. e factorial structure of the AMS was also verified in the Arab environment by Abu Awad [47], who aimed to examine the factorial structure of the academic motivation scale on a sample of sixth-and tenth-grade students in the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools in Jordan.…”

The Sorogan Version of Academic Motivation Scale (Ams-Vs) for Islamic Boarding School Students

“…One of the most frequently used instruments in measuring motivation based on selfdetermination theory is the Academic Motivation Scale or AMS (Vallerand et al, 1992). Several existence studies in various countries such as France (Blanchard et al, 1997), Canada (Vallerand et al, 1992, the USA (Osei Akoto, 2014), Italy (Alivernini & Lucidi, 2008), Turkey (Can, 2015), Norway (Støen Utvaer & Haugan, 2016), and Indonesia (Marvianto & Widhiarso, 2019;Natalya & Purwanto, 2018;Wasityastuti et al, 2018) have proven the instrument's validity and reliability. AMS shows good reliability and validity tested on school (Alivernini & Lucidi, 2008;Bacanlı & Sahinkaya, 2011;Marvianto & Widhiarso, 2019;Støen Utvaer & Haugan, 2016) and college students (Orsini, 2015;Can, 2015;Osei Akoto, 2014;Natalya, 2018;Natalya & Purwanto, 2018;Vallerand et al, 1992;Wasityastuti et al, 2018).…”

“…Besides, Bosato (2001) study adapted AMS by changing several sentences in the last version of AMS. Fruthermore, Natalya & Purwanto (2018) added two alternative items for the amotivation aspect because they considered that the addition of these items was important. Several studies on AMS adapted into Indonesian and published, such as AMS-30 and AMS-15 items for college students (Natalya & Purwanto, 2018) and AMS-28 items for high school students (Marvianto & Widhiarso, 2019).…”

“…Validity and reliability are the main topics in each measurement (Anggraini et al, 2020). This study aims to adapt and modify the AMS items in the Indonesian version (Natalya & Purwanto, 2018) to measure student sorogan motivation in Islamic boarding school. Authors used seven aspects of AMS (Vallerand et al, 1992) and tested the internal consistency and reliability.…”