No abstract

Studies of connections between teacher behaviour and student outcomes are numerous, but those specifically addressing such connections in a competence-based vocational education setting are limited. For a sample of Indonesian students, this study examined the connection between two dimensions of teacher interpersonal behaviour (proximity and influence) and student competency levels, as well as whether or not these relations are mediated by students’ intrinsic motivation. Additionally, it examined if these relations differed in learning environments with high versus low characteristics of competence-based education (HCBE vs. LCBE). Three questionnaires responded to by 506 first-year students were analysed using multigroups structural equation modelling. Teacher cooperative behaviour affected student motivation positively, and the influence was stronger in LCBE learning environments. Teacher controlling behaviour reduced student-perceived competency levels, with the reduction stronger in HCBE learning environments. Implications of the findings for teaching and learning in vocational education are discussed.

This study aimed to apply the mixture Rasch Model Analysis techniques to identify the proportion of students who possess extreme response styles when completing the questionnaire. Total 2.981 high school students from 30 cities in 15 provinces were instructed to complete questionnaires measuring self-esteem. Self-Self-Esteem Scale consists of four self-reported sub-scales using Likert's model. Analysis suggest that based on how to respond to the scale, student in this study was grouped into three classes: extreme response style class, normal class, and mixture class. These numbers of class were consistent on all four sub-scales. The proportion of students who consistently gave an extreme response on four sub-scales was 4 percent; 6 percent was on three sub-scale, 13 percent on two sub-scales and 53 percent on one sub-scale. The small percentage of students who responded consistently gave an extreme responses suggest that high-school students appropriately choose an option response that represent their trait.

This study aims to adapt the Academic Motivation Scale (AMS) into Indonesian language. Data collection using online survey on 617 high school students in Yogyakarta. The analyzed property includes discrimination indices, mean, and standard deviation for item level. At test level, the analyzed property are validity and reliability. Procedure of adaptation performed following adequate adaptation guidelines. Findings on the psychometric property evaluation show adapted AMS has satisfactory discriminating indices, mean, and standard deviation of items. At the test level, Adapted AMS has reliability values ranging from 0.73 to 0.90. Contruct validity test shows satisfactory results. This is seen from the results of inter-dimensional correlations that show a simple pattern as in research conducted by the original scale’s maker. Thus, Indonesian version of AMS has satisfactory construct validity and produces reliable scores, so it can be used.

This article discusses concept and measurement of online friendship in an Indonesian context. Online friendship is considered to be superficial due to the lack of face-to-face interaction and emotional intimacy. Based on grounded theory research, online friendship consists of five dimensions: caution, voluntariness, companionship, sharing, and mutual support (Study 1). UGM's Online Friendship Scale was developed as measurement of online friendship (Study 2). Initial set of items was administered to university students (N = 42) and resulted in 21 reliable items (r = .408-.687). Construct validity testing was appropriately used for the data (Bartlett's Test = 1174.1 (p<.05), KMO values = .837). CFA confirms that the online friendship scale is multidimensional. The factor loads came up with four dimensions: sharing (30.197%), voluntariness (8.576%), companionship (8.256%), and mutual support (7.769%). Sharing (information and knowledge) was the dimension with highest contribution, indicating online friendship serves more as means of networking between users rather than social bonding.