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SUKMA: JURNAL PENDIDIKAN

ISSN: 2548-5105 (p), 2597-9590 (e)


Volume 6 Issue 2, Juli-Desember 2022, pp.131-145
https://doi.org/10.32533/06201.2022
www.jurnalsukma.org

Developing Students’ Intrinsic Interest in


Reading Challenging Articles: An Application
of Basic Psychological Need Supports
Fidelis Chosa Kastuhandani
Universitas Sanata Dharma
email: chosakh@usd.ac.id

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.

SUKMA: Jurnal Pendidikan, Volume 6 Issue 2, Jul-Des 2022 131


Fidelis Chosa Kastuhandani, Sambo Ke
Self-Determination Theory (SDT) posited that intrin-
sic motivation could be increased when students are
satisfied with Basic Psychological Needs (BPNs) which
may be cultivated through learning environments that
make them feel competent, autonomous, and relative
to the others while doing an academic task. This study
intended to examine whether BPN supportive learning
environment is salient to increase intrinsic motivation
in reading a research article. 27 participants who were
undergraduate students and enrolled in a course of
community psychology were purposively selected to
fill in a self-administrative questionnaires of Intrinsic
Motivation Inventory before and after attending the
reading activity. As a result, level of intrinsic motivation
in reading was increased in 10 units (64.74 to 74.44)
after the activity finished. It was concluded that BPN
supportive learning environment was important to
increase or at least sustain intrinsic motivation among
these particular students. The implication of this study
result in the classroom practices was discussed under
the SDT perspectives.

Keywords: Intrinsic Motivation, Basic Psychological Needs

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

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Developing Students’ Intrinsic Interest in Reading Challenging Articles...
siswa puas dengan Basic Psychological Needs (BPNs)
yang dapat dikembangkan melalui lingkungan belajar
yang membuat mereka merasa kompeten, otonom,
dan relatif terhadap orang lain saat melakukan tugas
akademik. . Penelitian ini bertujuan untuk menguji
apakah lingkungan belajar yang mendukung BPN
penting untuk meningkatkan motivasi intrinsik
dalam membaca artikel penelitian. 27 peserta yang
merupakan mahasiswa S1 dan mengikuti program
studi psikologi komunitas dipilih secara purposive
untuk mengisi angket self-administrative Intrinsic
Motivation Inventory sebelum dan sesudah mengikuti
kegiatan membaca. Hasilnya, tingkat motivasi intrin-
sik membaca meningkat 10 satuan (64,74 menjadi
74,44) setelah kegiatan selesai. Disimpulkan bahwa
lingkungan belajar yang mendukung BPN penting
untuk meningkatkan atau setidaknya mempertah-
ankan motivasi intrinsik di antara para siswa tersebut.
Implikasi dari hasil penelitian ini dalam praktik kelas
dibahas di bawah perspektif SDT.

Kata Kunci: Motivasi Intrinsik, Kebutuhan Psikologis Dasar

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

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Fidelis Chosa Kastuhandani, Sambo Ke
interests. As a result, the students who have less internal interest
toward their learning tasks may engage passively and pay less
effort in completing tasks and in turn minimize the possibility to
achieve high performance. Therefore, how to develop students’
intrinsic interest in accomplishing challenging academic tasks
has become a major concern in learning and teaching areas.
Motivation was defined as one’s power to intensify and
direct behavior in a certain task accomplishment (Reeve, 2009a).
In a motivational process, energies sustained the interest toward
a specific goal orientation. Intrinsic and extrinsic motivations
were generally known as the main sources for task engagement,
and internalization or integration was academically understood
as a process transforming amotivation and extrinsic motivation
to be proximally linear to intrinsic motivation. Internalization
processes facilitated learners’ perceived learning tasks across a
continuum ranging from extrinsic motivational regulation to in-
trinsic motivational regulation (Deci & Ryan, 2000).
Intrinsic motivation appeared when individuals’ interes-
ting and joyful behaviors in an activity were observed without
any facilitation from external forces (Deci & Ryan, 2000). People
who were intrinsically motivated were internally attached with
curious and interested emotions explicitly observed via their
behaviors to explore and engage in the activities with a sense of
inherent fun, challenge, and excitement (Deci & Rayan, 1985).
In the reality of classroom settings, teachers usually forced
students to engage in learning projects with compensation of
external motivation sources; however, this way would not cul-
tivate students’ inherent interest to volitionally involve doing
the tasks with sustainable engagement and better performance.
Students’ internal forces producing intrinsic motivation were
likely neglected to develop throughout a particular organi-
zed activity. Students’ intrinsic motivation was assumed to be
enhanced, facilitated, and sustained through classroom activi-
ties supporting their basic psychological needs (competence,
autonomy, and relatedness) which were positioned in one’s

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Developing Students’ Intrinsic Interest in Reading Challenging Articles...
inner self. Satisfying the basic needs, students may internalize
their interests redirecting toward a particular useful given class
activities.
It was theoretically revealed that satisfaction of the three
basic psychological needs was all important to recruit intrinsic
motivation in doing a certain task with culture free and disre-
gard of individual differences (Deci & Rayan, 2000). However,
how much importance of basic psychological needs in modifying
intrinsic motivation in a typical learning activity among Cambo-
dian population or context was remaining in question. Coming
from Self-Determination Theory (SDT) perspective, individual
intrinsic motivation in doing an activity was observed when the
psychological needs (competence, autonomy, and relatedness)
were adequately fulfilled (Deci & Rayan, 2000; Baard, et. al,
2004). Additionally, the sustainability of intrinsic motivation was
conditioned by the satisfaction of those needs. According to this
theory, the high or low quality of intrinsic motivation a student
possesses depended on the extent to which the psychological
needs were satisfied by him/herself.
Teachers’ support of students’ basic psychological needs in
autonomy, competence, and relatedness facilitated students’ au-
tonomous learning self-regulation, academic performance, and
wellbeing (Grolnick et al., 1991; Niemiec & Ryan, 2009; Niemiec
et al. 2006). The meaning of support in SDT was not relatively
taped in the external control such as rewards, monitoring and
evaluation, and supervising provision to reinforce learning, but
it was the organizing activities and teacher beliefs that would
cultivate students’ inherent interest and autonomous behavioral
enhancement in learning (Rayan & Brown, 2005).
The constructs of universal psychological needs were dis-
tinguished differently in their operational definitions although
they needed to be integrated together in a motivation process.
The need for autonomy referred to the experience of behavior
as volitional and reflectively self-endorsed (Niemiec & Ryan,
2009). For example, students were autonomous when they wil-

SUKMA: Jurnal Pendidikan, Volume 6 Issue 2, Jul-Des 2022 135


Fidelis Chosa Kastuhandani, Sambo Ke
lingly devoted time and energy to their studies. The need for
competence referred to the experience of behavior as effectively
enacted (Niemiec & Ryan, 2009). For example, students were
competent when they felt they were able to meet the challenges
of their schoolwork. The need for relatedness was defined as an
individual’s inherent tendency of connectedness with a sense of
belongingness and communion to a working group and feelings
of being supported and cared for by others (Baumeister & Leary,
1995). In the classroom setting, students experience relatedness
when they are respected and valued for their works.
Psychological need supportive activities were designed to
pursue a particular achievement outcome. According to Niemiec
and Ryan (2009), supporting the need for competence referred
to the introducing challenging activities that allowed students to
exercise and expand their abilities. In reading research articles, it
was a reading exercise which comprehensively explored the main
sections in the articles such as research problems, theoretical
and literature reviews, methods, and findings. The students were
given the form listing those sections with a clear explanation of
what each section was about. Moreover, the students were given
feedback to promote success and efficacious emotion. It was not
the feedback which tended to evaluate students’ competence of
reading but it was the one that provided the necessary informati-
on on how to undertake the task effectively. Supporting the need
of autonomy involved the activities assigned to students with
minimized pressure of taking evaluation and without a sense
of using forces (Niemiec & Ryan, 2009). They were engaged in
reading with freedom of choices and voices of making decisions.
They were given a right to choose the reading articles which they
were familiar with and select their own strategies to work on it.
According to the above concept and practices of SDT, the
sustainability of intrinsic motivation was conditioned by the sa-
tisfaction of the needs of competence and autonomy. Both basic
needs had to be collocated in maintaining the intrinsic motivation
since a student who had solely the need of competency would not
sustain their intrinsic motivation when there was an absence of

136 SUKMA: Jurnal Pendidikan, Volume 6 Issue 2, Jul-Des 2022


Developing Students’ Intrinsic Interest in Reading Challenging Articles...
the need of autonomy (Deci et al., 1999; Niemiec & Ryan, 2009).
It was suggested that practitioners should design learning acti-
vities combining supports that fulfill the two needs together to
intensify learning interest of the learners.
In addition to the existing knowledge that focused on
the two types of basic psychological needs, the researcher also
assumed that relatedness supportive activities or behaviors
should be embedded as the third supportive components to
increase intrinsic motivation in reading research articles. It would
be proposed to be tested because there was an explanation that
relatedness could be integrated to boost up intrinsic motivation
and subjective well-being when learners had a sense of interre-
lationship and felt belonging to the group (Markus & Kitayama,
1991). Furthermore, social support from teachers and peers had
an effect on students’ motivation to engage in learning English
among South-East Asian college students (Ke & Aruta, 2017).
Supporting the need for relatedness was the activity in
which students felt socially connected, cared for by others
(Bowlby, 1979; Ryan, 1995), and belong to the group (Niemiec
& Ryan, 2009). In reading a journal, the activities were designed
to provide students the experiences of being respected, accepted
and valued for their reading tasks from the teacher. The connec-
tion among students and teachers to facilitate the reading task
was the essential learning behaviors. From the teacher’s positive
and encouraging behaviors, students were allowed to ask for
clarification and supervision when they were facing challenges.
Furthermore, they were motivated to have group discussions,
shared experiences and even completed their work as a pair or
group according to their preference.
The purpose of the study was to examine the development
of intrinsic motivation in the journal reading activities among
undergraduate students before participating the reading activity
and after involving designed learning activity—supporting
the needs combining autonomy, competence, and relatedness
support. How this supportive learning environment contribut-

SUKMA: Jurnal Pendidikan, Volume 6 Issue 2, Jul-Des 2022 137


Fidelis Chosa Kastuhandani, Sambo Ke
ed to increasing or sustaining intrinsic motivation in reading
research articles among Cambodian college students would be
the main research question in this study.
It was hypothesized that the level of intrinsic motivation of
students who participated in the reading activity which the com-
bining supports was treated would be higher than the one at the
early phase. The increase in the level of intrinsic motivation in
reading after offering the three supportive learning environmen-
ts would be observed since the three types of need supports had
to be formed together as a model to address low learning interest
problems in the reading task. Moreover, socially desired inter-
relationships may be needed in addition to feeling competent
and autonomous for these particular students. Connectedness
and collaboration among people in the class may enhance their
internal motivation to do challenging academic tasks.

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).

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Developing Students’ Intrinsic Interest in Reading Challenging Articles...
Purposive sampling method was applied to select participants
who would be assigned to engage in reading a research article
as a small part of the course activities. The invited participants
attended a session facilitated in a way that the class behaviors
(competence, autonomy, and relatedness) were supported.

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.

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Fidelis Chosa Kastuhandani, Sambo Ke
3. Measures
Reading-task focused intrinsic motivation was an outcome
variable. It was investigated by using an Intrinsic Motivation In-
ventory scale (IMI) (McAuley, et al.,1987). IMI measures intrinsic
motivation in doing a task was a four-dimensional scale consists
of 16 total items such as interest-enjoyment consists of 4 items
(e.g. This reading task did not hold my attention.); perceived
competence contents 4 items (e.g. I could not read this research
article very well.); effort-importance with its 4 items (I did not
try very hard at reading this research article.); pressure-tension
includes its 4 items (e.g. I felt tense while reading this research
articles.). The four dimensions were computed into a single scale
with acceptable reliability (α = .65).
A 24 items-scale of satisfaction of PBN covered autonomy,
competence, relatedness (Chen, et al., 2015) was used to examine
the participants’ satisfaction of PBN for a manipulating check in
this study. In these participants, the reliability of the instrument
(α = .68) was optimal.
Negatively worded items were rescaled prior to the analysis
of the data. A 7 rating scale (1 not at all true to 7 very true) is used
to test intrinsic interest and satisfaction of BPN in reading.
Back translation procedures would be applied to trans-
late the original questionnaire which was in English into Khmer
language. Before putting the instrument for translation, the rese-
archer adjusts the term “playing basketball”—the originally used
term of the scale—to become “reading research article” to suit
the activity of this study.

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

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Developing Students’ Intrinsic Interest in Reading Challenging Articles...
to reveal whether there is a change in between the pre-reading
to post-reading phase. The increase in the mean scores of in-
trinsic motivation after attending the activity compared to those
observed before the intervention showed significantly important
intervention which BPNs were supported at while-reading phase.

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

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Fidelis Chosa Kastuhandani, Sambo Ke
of BPN support on the students’ intrinsic motivation. Although
the intensity of motivation and satisfied level of BPNs were not
highly observed after the treatment of BPN supports, the rese-
archer considered that the treatment was useful to sustain the
students interest when they were challenged with the difficulties
in reading (Baard, et. al, 2004). The students kept reading with
some remarkable outputs after terminating the class activities.
Without sufficient BPN support offered by the class, the students
may not enjoy, challenge, and pay attention in such difficult
activities, or they just forced themselves to participate in the
activity to fulfill the class requirements with dissatisfaction and
boredom. The positive intrinsic motivation dimensioned in inte-
rest-enjoyment, perceived competence, effort-importance, and
pressure-tension (McAuley, et al.,1987) was a power of motiva-
tion that inherently attached with the individual learners when
he/she engaged the activity.The students who may or may not
appreciate and involve to the academic task depended heavily
on how much the task responded to their intrinsic preference,
reading journals. Intrinsic motivation was rarely observed for
complex learning activities such as reading research articles for
most of these particular students.
Development of intrinsic motivation is hardly applicab-
le in a short-term learning intervention due to its innateness.
However, the teacher needs to develop his/her students in daily
classes. As shown in this study result, the integration of positive
supports of BPNs in reading can assist the students to regulate
their consciousnesses on the required activity and regulate their
motivation processes from amotivation (dislike the activity) to
intrinsic motivation (like the activities). The students may be sa-
tisfied with the reading challenges when they were supported by
optimal challenge, feedback that promotes self-efficacy, positive
performance feedback because these supports made them feel
capable to read the article (Deci et al., 1999). Therefore, they
were able to work on it, decided to engage, and continue to finish
it. Moreover, when the students were provided opportunities
for choices, acknowledged feelings, and offered explanations or

142 SUKMA: Jurnal Pendidikan, Volume 6 Issue 2, Jul-Des 2022


Developing Students’ Intrinsic Interest in Reading Challenging Articles...
rationales, they would enjoy the class and engage to read until
the end of the class (Niemiec & Ryan, 2009). They were satisfied
with the task because they were free to work on it. Influenced by
collective culture, Cambodian students may be joyful to challe-
nge the complexity of reading articles when they felt that what
they were doing was being cared for and mutual respected (Ryan,
1995).

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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