Prayoga Partycia, Frihapma Semita Ade, Harri Kurniawan

Achievement Motivation and Student Engagement: A Quantitative Correlational Study of Vocational High School Students

Introduction

Achievement motivation and student engagement: a quantitative correlational study of vocational high school students. Discover how achievement motivation significantly correlates with student engagement in vocational high schools. Learn how internal drive boosts academic involvement.

Abstract

This study aims to examine the relationship between achievement motivation and student engagement among vocational high school students in Padang. A quantitative correlational approach was used, with a sample of 182 students selected through proportionate stratified random sampling. The instruments employed were the Achievement Motivation Scale and the Student Engagement Scale. The validity coefficients for the achievement motivation scale ranged from 0.310 to 0.750, with a reliability coefficient of 0.933. For the student engagement scale, the validity coefficients ranged from 0.330 to 0.617, and the reliability coefficient was 0.880. Data were analyzed using Pearson Product-Moment correlation. The results revealed a significant positive correlation (r = 0.558, p < 0.01), indicating that students with higher achievement motivation tend to have higher levels of engagement. The effective contribution of achievement motivation to student engagement was 31%. These findings suggest that internal motivation plays a substantial role in enhancing academic involvement among vocational students.

Review

This study presents a clear and focused quantitative correlational investigation into the relationship between achievement motivation and student engagement among vocational high school students in Padang. The research design is methodologically sound, employing a proportionate stratified random sampling technique to select a representative sample of 182 students. The use of established instruments, the Achievement Motivation Scale and Student Engagement Scale, with strong reported validity (e.g., 0.310-0.750 for achievement motivation) and excellent reliability coefficients (0.933 and 0.880, respectively), lends significant credibility to the data collected. The study's objective is well-defined, and the use of Pearson Product-Moment correlation is appropriate for the research question posed. The findings reveal a statistically significant positive correlation (r = 0.558, p < 0.01) between achievement motivation and student engagement, indicating that students with higher intrinsic drive are more likely to be actively involved in their academic pursuits. This strong positive relationship is further elaborated by the reported 31% effective contribution of achievement motivation to student engagement, which is a substantial figure given the complexity of factors influencing student behavior. This insight is particularly valuable for vocational education, highlighting the critical role of internal motivational factors in fostering academic involvement within this specific context. The results reinforce the importance of cultivating motivation as a strategy to enhance engagement, potentially leading to improved learning outcomes and skill acquisition for vocational students. While the study provides robust evidence for a relationship, it is important to acknowledge its correlational nature, which precludes causal inferences. Future research could build upon these findings by employing longitudinal or experimental designs to explore the causal pathways and the potential for interventions aimed at boosting achievement motivation to subsequently enhance engagement. Exploring potential mediating or moderating variables relevant to vocational settings (e.g., perceived relevance of curriculum, instructor support, career aspirations) could also enrich understanding. Nonetheless, this study makes a valuable contribution to the literature on student motivation and engagement, offering actionable insights for educators and policymakers in vocational high schools. It is a well-executed piece of research that effectively addresses its stated aim.

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