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Academic motivation plays a vital role in the process of learning. There are three types of academic motivation: intrinsic motivation, extrinsic motivation and amotivation. Students with intrinsic motivation are more enthusiastic, self driven and feel pleasure in their studies than students with extrinsic motivation. However, it is difficult to find while students’ motivation fluctuated along the learning proccess. The aim of the current study is to investigate the difference of academic motivation among psychology students in Universitas Pancasila, Jakarta. There were as many as 271 psychology students from batch 2012-2016 carried out in this study. Respondents completed the demographic questions and 26 items of The Academic Motivation Scale (AMS). The result revealed there was a significant difference in intrinsic motivation based on year of study, while extrinsic and amotivation did not show any difference. Students of year 2016 has the highest intrinsic motivation among other years of study, but students of year 2014 showed the result otherwise. This result suggests that first year-students should be given opportunities to get involved in more challenging learning activities through appropriate feedback in order to maintain their intrinsic motivation.This result provides strong explanation about academic motivation in college students’ learning process. 

Abstract : The purpose of this study was to examine the effectiveness of three different strategies (contingent, demo & swing) for teaching 3 to 6 years old preschool children. One  experiment were done addressing issues related to preschooler’s problem solving. This study highlighted a number of functions performed by the instructor in helping the child how to master a difficult task after the instructions were given by resembling eight pieces puzzle with different shapes and colours. These strategies were derived from previous studies of four face-to-face teaching strategies by Wood, Wood & Middleton (1978). The assumption of this study was the children taught by Scaffolding or we called contingent strategy were more capable to complete the task after the instruction than two other strategies in both session instruction and post. Data were analyzed using one way ANOVA.The result showed that there was significant differences of assistance between the three strategies in both session, intervention session (F=20.846; p<.05) and post intervention session (F=3.487; p<0.5). Moreover, children taught contingently demanded the least help than two other strategies and they were capable on performing the majority of the task alone. Implications of the study further suggest the importance of team work in creating successful learning process.

Key words: scaffolding, the zone of proximal development, problem solving, contingent, demo, swing

School Master (Masjid Terminal) Indonesia is a free school for poor and children who are unable to pay their school tuition. This school has been produced some alumnus whose has high motivation and some also have continued their school until university. This school was also much assited by the alumnus, which is the street children who are willing to volunteer in the school. Based on observation, this street children volunteers have high motivation to achieve a better life without abandoning their responsibility in contributing to the community. Based on those conditions, this research aims to gain an overview of the psychological well being of street children volunteers belonging to the School Master Indonesia (SMI). Psychological well being is composed of six dimensions, i.e. self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life and personal development. This study uses qualitative research and two respondents were former street children aged around 18 years who now are on the SMI and served as a community volunteer. The results obtained in this study are both participants have factors that affect their psychological well being. Both participants showed a good ability in terms of independence, positive relations with others, purpose in life, personal growth and self-acceptance. Meanwhile, in terms of mastery of the environment, both participants have difficulty in managing time between activities are undertaken with personal life. The results of this study shows an overview that how good the psychological well being of volunteer street children can’t be separated from the curriculum and structured activities in SMI.

Key word: street children, psychological well being, volunteer