246 714 4 PB
246 714 4 PB
246 714 4 PB
Sambo Ke
Royal University of Phnom Penh, Cambodia
email: kesambo1978@gmail.com
Abstract
Intrinsic motivation in doing academic tasks were
important psychological aspects for improvement of
students’ learning. However, intrinsic motivation in
reading research articles was observably low among
Cambodian undergraduate students. Therefore, de-
veloping or sustaining their intrinsic motivation was
a needed treatment to enhance students’ learning.
Abstrak
Motivasi intrinsik dalam mengerjakan tugas akademik
merupakan aspek psikologis yang penting untuk pen-
ingkatan belajar siswa. Namun, motivasi intrinsik
dalam membaca artikel penelitian sangat rendah
di kalangan mahasiswa sarjana Kamboja. Oleh
karena itu, mengembangkan atau mempertahankan
motivasi intrinsik mereka adalah perawatan yang
diperlukan untuk meningkatkan pembelajaran siswa.
Self-Determination Theory (SDT) mengemukakan
bahwa motivasi intrinsik dapat ditingkatkan ketika
A. Introduction
Academic reading is a fundamental activity required for
adult learners to comprehend lesson concepts or serves for
various academic purposes. Observably, students in community
psychology class seemed to be self-demotivated when they had to
read complex articles that were not in their preferences. In fact,
these students found themselves difficult to read research articles
probably due to limited reading experiences, language barriers,
feelings toward a particular reading environment. Consequently,
some of them decided to withdraw from the provided reading
activities or just continued with dissatisfaction. In reality, not all
the assigned learning tasks respond to all the students’ different
B. Method
The study uses single-group interpreted time-series expe-
rimental research design to test the set hypothesis. An outcome
variable—intrinsic motivation in reading—was investigated to
identify its variations when the BPN supportive based learning
environment—predicting variables—would be treated as an in-
tervention. The outcome variable is examined two times by using
a self-administrative questionnaire: (1) before the intervention
that supports the basic psychological needs, (2) after the reading
activity was immediately ended. Basic psychological needs were
examined before and after the intervention as a manipulation
check.
1. Participants
27 RUPP’s college students who were year four students
and enrolled in a course of Community Psychology in the first
semester of academic year 2021-2022 were invited as par-
ticipants in this study. Among those, the number of female
participants (23) were predominant male participants (04).
2. Procedures
First, the participants were informed in advance about
reading activity as part of the course in the course orientation
session—November 22, 2021. The course was conducted on
Monday every week. Several reading research articles relative to
the course topic were provided to the participants a week before
the activity. The participants were allowed to download further
articles if needed. Participants were required to read those
articles before class. A day before the reading activity, the parti-
cipants were asked to fill in the self-administrative questionnaire
covering intrinsic motivation in reading and satisfaction of basic
psychological needs via online which consent form was attached
at the early section of the questionnaire. Then, they attended the
reading session a day after –November 29, 2021.
The reading activity was placed to the class, and the related-
ness, competence and autonomy supportive facilitation would be
treated. Learning procedures were designed in a way that rela-
tedness, autonomy, and competence concepts were integrated in
classroom practices to cognitively, emotionally, and behaviorally
support the reading activity of the participants (Appendix 1). Im-
mediately after the session was finished, the same questionnaire
of intrinsic motivation in reading and satisfaction of BPN would
be administered by the students themselves. Since reading a
research article is considered as a difficult task, 90 minutes was
given to conduct each session. The levels of intrinsic interest in
reading would be compared to investigate their differences in
each test-taking phase.
4. Data Analysis
The collected data was cleaned and checked its norma-
lity. Then, the mean scores of students’ intrinsic motivation in
reading in the pre-testing phase were compared to identify the
usefulness of intervention to increase or sustain the student’s
intrinsic motivation in the reading activity. Level of satisfaction
of BPN (competence, autonomy, and relatedness) was checked
C. . Results
This study was to investigate whether the BPN supportive
learning facilitation contributed to increasing or sustaining the
intrinsic motivation of students who were involved in reading
activity.
Table 1. Observed Values of Intrinsic Motivation and Satisfac-
tion of BPNs
Values N Pre-reading Phase Post-reading Phase
M SD M SD
Values of intrinsic 27 64.74 7.75 74.44 10.40
motivation
Values of satisfaction 27 52.22 6.17 54.40 8.57
of BPNs
As shown in Table 1, the average scores (M = 74.44; SD =
10.40) of intrinsic motivation at the post-test phase were increa-
sed over 10 units compared to those at pre-test phase (M = 64.74;
SD = 7.75). Moreover, a 2-unit change (52.22 to 54.40) in values
of satisfaction of BPNs from pre-reading phase to post-reading
phase indicated the increase of satisfaction that seemed to be
consistent to that of intrinsic motivation.
The above statistic revealed that the increase in values of
intrinsic motivation observed after the BPNs in reading were
embedded in the reading activity. Statistically, BPN supportive
learning environment was salient to development of intrinsic
motivation in this study.
D. Discussion
Intrinsic motivation in reading research articles among
these participants was promoted when BPN supportive classro-
oms were facilitated. This result indicated significant contribution
E. Conclusion
Developing and sustaining intrinsic motivation in doing
academic tasks were important psychological aspects for
students’ learning. Although the motivation could dramatically
emerge in a given sufficient time, the teacher has to alter the
mindset of students who were not intrinsically motivated to
help his/her students learn better. Rather to treat the students
with rewards and effective teaching methods, the teacher may
organize class environments in which competence, autonomy,
and related supports are integrated. These climates can partially
build up students’ satisfaction of their psychological needs which
in turn develop intrinsic motivation.
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