The Flow Inventory for Student: Validation of the LIS
DOI:
Abstract Views:
3 times
PDF-Full Text Downloads:
3 times
Abstract
Limitations of the academic flow instrument developed so far became the basis of this research.The validated academic flow instrument is the the FLow Inventory for Student (LIS), consisting12 items representing absorption, enjoyment, and intrinsic motivation aspects. The LIS aspectswere based on the aspects of Work-reLated Flow Inventory (WOLF), developed by Bakker(2008). The validation was based on content evidence and internal structural analysis, while thereliability refers to alpha Cronbach internal consistency. Undergraduate students (N=306) wereparticipating through incidental sampling. Exploratory factor analysis results reveal that LISconsist of 10 items containing four items of absorption, three items of enjoyment, and threeitems of intrinsic motivation. These items have factor loading > .4 with no cross loadingindication. The reliability score using alpha Cronbach internal consistency is > .6. The resultsare discussed further.
Keterbatasan alat ukur flow akademik yang dikembangkan selama ini mendasari penelitianvalidasi alat ukur flow akademik. Alat ukur flow akademik yang diuji validasi dinamakan TheFLow Inventory for Student (LIS), yang terdiri atas 12 butir mewakili aspek absorption, enjoy-ment, dan intrinsic motivation. Aspek-aspek LIS didasarkan pada aspek alat ukur Work-reLatedFlow Inventory (WOLF) yang dikembangkan Bakker (2008). Validasi meliputi pengujian validi-tas berdasarkan bukti content dan internal structural analysis serta reliabilitas mengacu padainternal consistency alpha cronbach. Subjek penelitian berjumlah 306 mahasiswa yang diperolehmelalui incidental sampling. Hasil uji analisis faktor exploratory menunjukkan LIS terdiri atas10 butir dengan komposisi empat butir absorption, tiga butir enjoyment, dan tiga butir intrinsicmotivation. Butir-butir tersebut memiliki factor loading > 0,4 dan tidak ada indikasi crossloading. Reliabilitas internal consistency alpha cronbach LIS > .6. Hasil penelitian didiskusikanlebih lanjut.
Downloads
References
Bakker, A. B. (2005). Flow among music teachers and their students: The crossover of peak experiences. Journal of Vocational Behavior, 66, 26–44.
Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model : State of the art. Journal of managerial psychology, 22, (3), 309-328.
Bakker, A. B. (2008). The work-related flow inventory: Construction and initial validation of the WOLF. Journal of Vocational Behavior, 72, 400-414.
Csikszentmihalyi, M. (1990). Flow : The psychological of optimal experience. New York : HarperCollins. D’Mello, S. K., Taylor, R. S., Tapp, K., King, B., & Graesser, A. C. (n. d.). Posture as a predictor of learners’ affective engagement: boredom and flow. Retrieved from http://emotion. autotutor.org/files/dmello-bpms-aera07.pdf.
Hair, J.E., Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, New Jersey : Prentice-Hall, Inc.
Nelson, D. L., & Simmons, B. L. (2003). Health psychology and work stress: A more positive approach. In J.C. Quick & L.E. Tetrick (Eds). Handbook of occupational health psychology (pp. 97-119). Washington D.C: American Psychological Association.
Schmidt, J. A., Shernoff, D. J., Csikszentmihalyi, M. (2007). Individual and situational factors related to the expe-rience of flow in adolescence. In A. D. Ong & M. H. M. Van Dulmen (Eds). Oxford handbook of methods in positive psychology. Oxford : Oxford University Press.
Shernoff, D. J., & Csikszentmihalyi, M. (2008). Flow in schools: Cultivating engaged learners and optimal learning environments. Retrieved from http://www.cedu.niu.edu/~shernoff/shernoff%20 and%20Csikszentmihalyi%20C011.pdf
Yuwanto, L., Siandhika, L., Budiman, A.F., & Prasetyo, T.I. (2011). Stres akademik dan flow akademik. Presented at Psychology Village 2 Harmotion : It’s our nation, it’s our concern. Universitas Pelita Harapan Jakarta, Jakarta, April 4.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles published in ANIMA are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful, non-commercial purpose in any medium, provided you give appropriate credit to ANIMA and the original Author(s), link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective Author(s), without restrictions. A non-exclusive license is granted to ANIMA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
By publishing in ANIMA, Author(s) grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
