Vol. 5, No. 6, June 2024

E-ISSN: 2723-6692

P-ISSN: 2723-6595

http://jiss.publikasiindonesia.id/

Jurnal Indonesia Sosial Sains, Vol. 5, No. 6, June 2024 1566

KEYWORDS

ABSTRACT

Psychological Well-Being;

Achievement Motivation;

College Student

Internships aim to enrich students' knowledge and experience

through direct fieldwork. Psychological well-being relates to

fulfilling and realizing fundamental human qualities by actualizing

one's potential. Therefore, students with high psychological well-

being are expected to have better achievement motivation. This

study aims to determine if there is a relationship between

psychological well-being and achievement motivation among Bakrie

Center Foundation interns in Banten Province. The scales used are

the Psychological Well-Being Scale (PSWB) and the Achievement

Motivation Scale adapted from Julianti (2022), based on

McClelland's aspects. This quantitative research uses a correlational

design, with a sample of 47 interns. Pearson correlation analysis

yielded a Pearson correlation (r) value of 0.234 with a significance

level (p) of 0.109 (p< 0.05), indicating no relationship between

psychological well-being and achievement motivation among Bakrie

Center Foundation interns in Banten. Overall categorization data

showed that the interns had high psychological well-being but low

achievement motivation.

Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

1. Introduction

Education has a very important role in improving the quality of human resources. It is

considered a means by which a person acquires the ability to understand new information and skills,

which then stimulates the growth of the individual effectively. Higher education refers to an

institutional structure that supports additional learning and academic activities after completing

secondary education (Siagian et al., 2024). According to Novia Siagian et al. (2024), A person enrolled

in a higher education institution, including a private, public, or university equivalent, is usually

referred to as a student. As an effort to contribute, students are expected to be responsible for the

The Relationship between Psychological Well-Being and

Motivation for Achievement in Bakrie Center Foundation

Internship Students in Banten Province

Harvi Wahyu Putriadi, Zamralita

Universitas Tarumanagara, Indonesia

Email: harvi.70[email protected]r.ac.id

Correspondence: harvi.70[email protected].ac.id

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knowledge gained during their education, as well as be able to apply it in the social environment.

Ideally, students are also expected to be able to play the role of Agents of Change, Social Control,

Resilient Next Generation, and Role Models in society. According to Papalia in Rahasia et al. (2024),

The knowledge obtained by students will also be used to achieve certain goals, called the achievement

stage, where the higher a person's education, the better the quality of his life.

To expand self-development and provide wider learning opportunities to students seeking

experience and learning, the government, especially the Ministry of Education, Culture, Research, and

Technology, implemented a new policy, namely Merdeka Learning-Independent Campus. This policy

also aims to reduce the unemployment rate by connecting education with the world of work, so that

students have the skills and potential needed when entering the world of work (Rahasia et al., 2024).

Internships are a means for students to channel the theories that have been learned in lectures into

the world of work (Supriyanto & Luailik, 2022). Internship is also an activity that aims to improve

abilities and competencies through the application of material or knowledge in the world of work

(Lutfia & Rahadi, 2020). Internship activities are expected to enrich students' knowledge and

experience by working directly in the field. Students are also expected to have mental readiness to

face the world of work in the future.

However, in reality, from the results of the observations made by the researcher, there are still

some students who do not have clear targets or goals, lack initiative in completing assignments or

offer assistance, lack enthusiasm in completing assignments, lack participation in discussions,

meetings or team activities, slow to respond to communication, show a negative attitude towards

assignments or the internship environment including complaining excessively, It was obtained that

some behaviours arose because many students were tired and stressed because they had to complete

campus assignments and internship assignments at the same time. This is in line with research

conducted by Rahasia et al. (2024) which states that the negative behaviour of students who take part

in MBKM indicates that there are problems in students, including welfare problems. If an individual

feels negative emotions more often than positive ones, then the individual has a low level of well-

being and vice versa.

According to Ryff and Kanes, the achievement of developmental tasks is characterized by self-

actualization, which means that individuals can integrate and function fully through high

psychological well-being. Each daily activity of an individual can experience fluctuations in thoughts

and feelings, from negative to positive mental states, such as from trauma to acceptance of life, which

is called psychological well-being (Grahani et al., 2021). Based on this opinion, psychological well-

being is related to efforts to fulfil and realize basic human nature through the process of actualization

of their potential. Therefore, students with high psychological well-being are expected to have better

motivation to excel (Grahani et al., 2021). According to Seligman in Grahani et al. (2021),

Psychological well-being is defined as a state in which individuals can feel pleasure, take advantage

of their strengths, and find meaning in life. Students who have psychological well-being mean that

they can develop as a whole, achieve developmental tasks, and contribute to the environment. High

psychological well-being helps students become individuals who are aware of their existence and the

meaning of their lives so that they can face existing challenges and problems. Students will also

consider that learning and seeking experiences independently is an obligation and part of their efforts

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in achieving life goals or goals. Motivation for achievement arises because of the awareness to learn

something and optimize the ability to learn, not just as a compulsion or routine that students must

live.

Achievement motivation is the drive in a person to do certain activities in order to achieve a

specific goal. Achievement motivation is also defined as a collection of forces that come from within

and outside the individual who initiates the behaviour and determines its shape, direction, and

intensity. From this definition, it can be seen that. Motivation for achievement arises because of a

need, which then encourages a person to meet these needs. Regarding the definition of motivation,

some psychologists describe motivation as a hypothetical construct used to explain the desire,

direction, intensity, and consistency of behaviour aimed at achieving goals. In motivation, there are

concepts such as the need to excel, the need to belong, habits, and curiosity about something (Ridha,

2020). Two factors can affect motivation: a. Intrinsic factors, which are factors that come from within

the individual and are not influenced by things outside him, so that a person's behaviour is influenced

by his abilities, not by others; b. Extrinsic factors are factors that come from outside the individual,

such as environmental influences and experiences. Psychological well-being is one of the intrinsic

factors that can affect the motivation of student achievement (Grahani et al., 2021). Achievement

motivation is an effort to achieve goals in order to successfully compete with various standards of

excellence. Achievement motivation is also defined as a personal concept that encourages a person to

achieve or achieve something they want for success. Each faces different obstacles to achieve this

success, and with high achievement motivation, it is hoped that these obstacles can be overcome and

the desired success can be achieved, as well as being able to actualize themselves by achieving various

kinds of potential. (Felipus & Amseke, 2024).

Some previous studies that discussed Motivation and psychological well-being, including

research conducted by Grahani et al. (2021) entitled "The Influence of Psychological Well-Being

(PWB) on Student Achievement Motivation in the Pandemic Era" with the results of the study there

is a positive relationship between psychological well-being and achievement motivation, namely a

positive relationship, the higher the psychological well-being of students, the higher the achievement

motivation they have. In addition, there is another study by Leunupun et al. (2021) with the title "The

Influence of Learning Motivation and Psychological Well-Being on the Level of Accounting

Understanding of FEB UNPATTI Students" This study captures the research gap from previous

research with differences in location, variables and samples used.

This study has a goal to be achieved, the goal is to find out whether there is a relationship

between psychological well-being and motivation for achievement in Bakrie Center Foundation

internship students in Banten Province.

2. Materials and Methods

This study uses a quantitative method with a correlational design. The quantitative approach

emphasizes the analysis of data in the form of numbers obtained through measurement procedures

and analyzed using statistical techniques. Correlational studies aim to assess the extent of the

relationship between variables. In correlational studies, researchers obtain information about the

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strength of the relationship between variables but are unable to establish causal relationships

(Azwar, 2019).

The characteristics of the population and the samples used were: Bakrie Center Foundation

internship students in Banten Province, Male and Female This study used a saturated sample that was

included in the non-probability sampling category. It is a sampling method in which all members of

the population are sampled. This technique is often used when the population being studied is

relatively small or when the researcher wants to ensure that all elements of the population are

represented in the study. The sample in this study amounted to 47 internship students at the Bakrie

Center Foundation in Banten Province.

The data collection method used in this study is by using a scale. The measurement scale applied

is the Likert scale, which serves to measure the attitudes, opinions, and perceptions of individuals or

groups towards social phenomena (Paramita et al., 2021). The data analysis method uses the validity

test of measuring instruments such as the validity and reliability test, the classical assumption test,

namely the normality test the linearity test, and the hypothesis.

The data analysis method used: the validity of the measuring tool, namely the validity test, This

study uses a construct validity test, the level of validity coefficient can be considered satisfactory

when the value ranges from 0.300 to 0.500. And reliability test, the reliability test is carried out using

Cronbach alpha, if the Cronbach Coefficient alpha reliability value is less than 0.06 the reliability is

considered weak. If the value is between 0.70 and 0.8, the reliability is acceptable, and if it is more

than 0.8, the gauge has excellent reliability (Creswell, 2021). Then this study used an assumption test

with a normality test. The normality test used is Kolmogorov-Smirnov (K-S). The Kolmogorov-

Smirnov (K-S) test is a statistical method used to test the normality of data distribution. Linearity test,

if two variables are said to have a relationship that can be drawn in a straight line if the significant

value in linearity is more than 0.05 (p > 0.05) using the Annova table. Hypothesis Test: This study has

two main variables so the researcher uses correlation analysis (relationship) using product moment

(Azwar, 2019).

3. Result and Discussion

Data Analysis

1. Measuring Instrument Validity Test

a. Instrument Validity Test

Table 1 Results of the Validity Trial of the Psychological Well-being Scale

Dimension

Indicator

Favo

Unfavo

Valid

Invalid

Valid

Invalid

Total

Self-

acceptance

Self-

acceptance

6, 12,

24,

18,

30,

7 item

Relationsh

ip with

other

Ability

to build warm

relationships

with others

1, 22,

28,

10,

16,

7 item

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Autonomy

Ability to

self-

determinatio

13,

19,

25,

7 item

Environm

e ntal

mastery

Ability to

create and

manage the

environment to

match the

Others

2, 20

8, 14,

7 item

Purpose in

life

Ability to

deliver

Meaning in life

11,

5, 17,

23,

7 item

Persona

l growth

Ability to

Developing

Potential

9, 21,

3, 15,

27,

7 item

The results of the validity trial calculation on the achievement motivation scale seen in Table 2

show that 33 out of 34 items are declared valid, meaning that there is 1 invalid item. The invalid item

is found at number 30 with a corrected item-total correlation value below 0.0300.

Table 2 Results of the Validity Trial of the Achievement Motivation Scale

Dimension

Indicator

Favo

Unfavo

Valid

Invalid

Valid

Invalid

Total

responsible

for all your

actions.

a. Feel responsible for

the assigned tasks,

b. Try your best not to

give up even if it is

difficult

c. Having the view

that whatever

results are obtained

from one's efforts

have more value

d. Won't blame others

when

experiencing

failure

1,3,

5, 7

2, 4,

6, 8

8 item

Open

against

criticism

a. Able to receive

passes well,

2 item

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Loves a

challenge

a. Likes challenging

work or tasks,

b. Have his tricks in

dealing with

various tasks that

according to him

difficult

11,

12,

4 item

Perseverance

and tenacity

a. Able to survive in

getting things done

even if it is difficult.

b. Setting realistic

goals according to

abilities

c. Setting up a strategy

so that these goals

can be achieved,

15,

17,

19,

21,

16,

18,

20,

22,

10 item

Full Weigh

and calculate

a. Plan something

before you act,

b. Consider First

Before Acting

25,

27,

26,

6 item

The results of the validity trial calculation on the achievement motivation scale seen in Table 2

show that 33 out of 34 items are declared valid, meaning that there is 1 invalid item. The invalid item

is found at number 30 with a corrected item-total correlation value below 0.0300.

b. Measuring Instrument Validity Test

Table 3 Results of the Validity Test of the Psychological Well-being Scale

Dimension

Indikator

Favo

Unfavo

Valid

Invalid

Valid

Invalid

Total

Self-

Ability to

6, 12,

18,

7 item

acceptance

accept youself

24,

30,

Relationship

Ability to foster

4, 22,

10,

7 item

with other

warm

relationship

28,

16,

with other

Autonomy

Ability to self-

13,

7 item

determine

19,

25,

Environment

al l mastery

Ability to create

and manage the

environment to

match the

Others

2, 20

8, 14,

5 item

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Purpose in

life

The ability to

11,

5, 17,

6 item

give meaning

23,

to life

makna dalam

Personal

Ability to

9, 21,

3, 15,

7 item

growth

Develop

27,

potential

The results of the validity test calculation on the psychological well-being scale seen in Table 3 show

that 39 items are declared valid. The item is declared valid because the corrected item-total

correlation value is above 0.300.

Table 4 Results of the Validity Test of the Achievement Motivation Scale

Dimension

Indicator

Favo

Unfavo

Valid

Invalid

Valid

Invalid

Total

responsible

for all your

actions.

a. Feel responsible for

the assigned tasks,

b. Try your best not to

give up even if it is

difficult

c. Having the view

that whatever

results are obtained

from one's efforts

have more value

d. Won't blame others

when experiencing

failure

1, 3,

5, 7

2, 4,

6, 8

item

Open

against

criticism

a. Able to receive

passes well,

2 item

Loves a

challenge

a. Likes challenging

work or tasks,

b. Having his tricks in

dealing with

various tasks that

he thinks are

difficult,

11,

12,

4 item

Perseveranc

e and

tenacity

a. Able to survive in

getting things done

even if it is difficult,

b. Setting realistic

goals accordingly

with the ability to

15,

17,

19,

21,

16,

18,

20,

22,

item

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The results of the validity test calculation on the achievement motivation scale seen in Table 4 show

that 33 items are declared valid. The item is declared valid because the corrected item-total

correlation value is above 0.300.

a. Instrument Reliability Testing

Table 5 Results of the Reliability Trial of the Psychological Well-being Scale

Cronbach’s Alpha

N of Items

0.750

Based on the output of the Cronbach alpha above, it is known that the value of Cronbach's

alpha is 0.750 with 39 items, the interpretation of the Cronbach's alpha value shows that the scale

of psychological well-being is reliable.

b. Results of the Reliability Trial of the Achievement Motivation Scale

Table 6 Results of the Achievement Motivation Scale Reliability Test

Cronbach’s

Alpha

N of Items

0.735

Based on the output of Cronbach's alpha above, it is known that the value of Cronbach's

alpha is 0.735 with 33 items, the interpretation of Cronbach's alpha value shows that the scale

of motivation is reliable.

c. Measuring Instrument Reliability Test Results

Table 7 Results of the Reliability Test of the Psychological Well-being Scale

Cronbach’s

Alpha

N of Items

0.748

Based on the output of Cronbach's alpha above, it is known that Cronbach's alpha value is

0.748 with 39 items, the interpretation of Cronbach's alpha value shows that the psychological

well-being scale is reliable.

Table 8 Reliability Test of the Achievement Motivation Scale

Cronbach’s

Alpha

N of Items

0.756

Based on the output of Cronbach's alpha above, it is known that the value of Cronbach's

alpha is 0.756 with 33 items, the interpretation of Cronbach's alpha value shows that the scale of

motivation for achievement is reliable.

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2. Assumption Test

a. Normality Test

Table 9 Normality Test Results

Unstandardized Residual

Normal Parameters

Mean

.0000000

Std. Deviation

6.09355910

Most Extreme Differences

Absolute

.108

Positive

.108

Negative

-.083

Test Statistics

.108

Asymp. Sig. (2-tailed)

.200

c,d

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance

Correction.

d. This is a lower bound of the

true significance.

Based on the output results of the One-Sample Kolmogorov-Smirnov Test above, the significant

value (Asymp. Sig. 2-tailed) is 0.200 which is greater than 0.05. Therefore, it can be concluded

that the data can be considered normally distributed.

b. Linearity Test,

Table 10 Linearity Test Results

ANOVA

Sum of

Squares

Mean

Square

Sig.

Between

Group

(Combined)

2581.706

99.296

2.117

.045

Linearity

1811.825

38.625

.000

Deviation

from

Linearity

769.881

30.795

.656

.842

Within Group

038.167

46.908

Total

3519.872

Based on the output in the ANOVA table, the value of Sig. Deviation from linearity of 0.842 is more

than 0.05, so there is a significant linear relationship between psychological well-being (X) and

achievement motivation (Y).

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3. Hypothesis Test

Table 11 Hypothesis Test Results

Correlation

Person Correlation

.234

Sig. (2-tailed)

.109

Person Correlation

.234

Sig. (2-tailed)

.109

The correlation output explains the value of the correlation coefficient and the significance

value between the psychological well-being variable and the motivation to achieve. Based on the

output of the correlation, the significance (Sig 2-tailed) was obtained of 0.109. The significance is

greater than 0.05 so H0 is accepted. It can be concluded that there is no relationship between

psychological well-being and achievement motivation.

4. Descriptive Test Results,

a. Overall Variable Categories

Table 12 Variable Categorization Results

variable

Interval

Category

Frequency

Percentage

Responsible for everything

X≥103

High

50%

X≤103

Low

50%

Total

100%

Be open to criticism

X≥123

High

50%

X≤123

Low

50%

Total

100%

Likes Challenges

X≥105

High

50%

X≤105

Low

50%

Total

100%

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Persevere and tenacious

X≥101

High

30%

X≤101

Low

70%

Total

100%

Considerate

X≥101

High

40%

X≤101

Low

60%

Total

100%

Creative

X≥101

High

50%

X≤101

Low

50%

Total

100%

Based on the results of the analysis of table 14, it was found that there are several aspects that

have the same percentage, namely being responsible for everything, being open to criticism, liking

challenges, and being creative. This shows that Bakrie Center Foundation interns in Banten Province

have fulfilled several aspects of achievement motivation which is characterized by feeling responsible

for the tasks done by trying their best and will not give up even if it is difficult. Open to criticism

Individuals who have high achievement motivation are able to receive feedback/criticism well and

have excessive achievement motivation will encourage themselves to do or do something well,

unusual or more unique and full of creativity.

Meanwhile, the lowest aspect possessed by Bakrie Center Foundation internship students in

Banten is perseverance and tenacity, which is characterized by students who have not been able to

survive in completing something even though it is difficult. Students have not set realistic goals

according to their abilities and do not set strategies so that these goals can be achieved (Juliati, 2022).

Discussion

According to Ryff, (Satryo et al., 2023), psychological well-being is a condition in which the

individual has a positive attitude towards himself, positive relationships with others, the ability to

make his own decisions and regulate his behavior, create and regulate an environment that suits his

needs, have a purpose in life, and an effort to express and develop himself. While achievement

motivation is the encouragement of a person to do certain activities to achieve specific goals.

Achievement motivation is also defined as a collection of forces that come from within and outside

the individual that triggers behavior and determines its shape, direction, and intensity.

Based on the results of the Pearson correlation analysis, a Pearson correlation (r) value of 0.234

was obtained with a significant value (p) of 0.109 (p<0.05). The results showed that there was no

relationship between psychological well-being and achievement motivation in Bakrie Center

Foundation internship students in Banten. The absence of a relationship between psychological well-

being and motivation for achievement in Bakrie Center Foundation internship students in Banten can

be caused by several factors. There are several factors that affect achievement motivation, one of the

intrinsic factors that can affect achievement motivation is the environment, where a good

environment will be able to increase achievement motivation (Grahani et al., 2021).

Based on the results of the study, researchers suspect that the role of the environment greatly

affects the motivation to achieve. A healthy environment will help students feel calm and enthusiastic

so that they can increase productivity. This is in line with research conducted by Anisah et al. (2022)

that there is a relationship between the environment and achievement motivation in students, where

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a good environment will affect the level of achievement motivation possessed by individuals. When

conducting research, researchers also get information through interviews, where students also say

that a calm, fun, and positive environment can help students to increase their motivation to excel so

that they will achieve a certain goal.

Based on the results of the categorization of achievement motivation variables, it is in the low

category, where interns do not have the need for achievement which can encourage individuals to

achieve clear and realistic targets. Interns also do not have the desire to influence, influence, control

others and the need to build good social relationships in the work environment (Ridha, 2020). The

characteristics of high motivation for learning achievement are being able to foster passion, feel

happy and feel very excited in doing learning activities, have a lot of energy to study, spend more time

studying, and be more diligent in learning than individuals who lack or do not have motivation to

excel (Ridha, 2020). This is in line with research conducted by Devi et al., (2022) where students who

have high achievement motivation are more attentive, more excited, able to learn independently, and

have great curiosity.

4. Conclusion

Based on the research conducted, it can be concluded that this study aims to see if there is a

correlation between psychological well-being and achievement motivation in Bakrie Center

Foundation internship students in Banten Province with a total sample of 47 students. Based on the

analysis of the data that has been found that based on the correlation output, the significance value

(Sig 2-tailed) is .234 with a significant tariff (p) of .109 (p<0.05). Since this significance value is greater

than 0.05, H0 is accepted. Therefore, it can be concluded that there is no relationship between

psychological well-being and motivation for achievement in internship students. Based on the overall

varibael categorization, data was obtained that intern students had psychological well-being that was

in the high category while their motivation for achievement was low. In terms of psychological well-

being, the highest aspect possessed by Bakrie Center Foundation interns in Banten Province is the

mastery of the environment. This shows that they have the ability to control, utilize, and manage

resources and opportunities effectively. On the contrary, the lowest aspect is life goals, which shows

that students lack meaning in life, goals, directions, and ideals. Meanwhile, in the motivation to

achieve, the lowest aspect is perseverance and tenacity. Students are less able to survive difficult

situations, do not set realistic goals according to their abilities, and do not plan strategies to achieve

them. Motivation for achievement is important for students because it is an effort to achieve goals in

order to successfully compete with various standards of excellence. It is also defined as a personal

concept that encourages a person to achieve or achieve something he wants in order to achieve

success.

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