Investigation of the learning environment in higher learning institutions is essential in assisting educational institutions to improve students’ learning. This study examines a partial hypothesized model whch postulates the relationships between learning environment factors; namely lecturers, peers, and physical learning environment and motivational orientation (controlled). The hypothesized model in this study is adapted from Amabile’s Conceptualization of Motivational Energy (1996). The objectives of this study are to examine the structural relationships among the variables as well as to validate the instruments and model. Data is gathered using responses to items survey (n=374) among first degree graduating students in UiTM Shah Alam. The analysis of the data involves structural relationships and models which have been tested for their fitness via AMOS version 16.0. The percentage of variance explained by motivational orientation variable is 72% (controlled orientation). The findings indicate that there are significant relationships between the variables measured at p<0.05. The relationships among the variables are not only based on previous empirical findings but also built upon a strong theoretical framework (Amabile’s Componential Theory, 1996). Moreover, this study establishes the psychometric properties of the instruments and validates the hypothesized models. The findings support the assumptions of Amabile’s partial Componential Theory. Finally, theoretical and practical implications are discussed in the context of learning environments to verify that these factors are significant indicators for their motivational orientation.
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In-Text Citation: (Hashim, Sueb, Damio, & Hashim, 2019)
To Cite this Article: Hashim, H., Sueb, R., Damio, S. M., & Hashim, N. (2019). Validating a Partial of Amabile’s Componential Theory: A Psychometric Procedure. International Journal of Academic Research in Business and Social Sciences, 9(13), 1–13.
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