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Indonesian Journal of Education Research (IJoER)

Open Access Journal

Academic Amotivation and School Absenteeism Among Automotive Servicing Learners: A Study on Predictive Dynamics and Policy Implications

Prima C Canillas
Davao del Norte State College ROR
Philippines
canillas.prima@dnsc.edu.ph
Cromwell F Gopo
Davao del Norte State College ROR
Philippines
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  • Purpose of the study: This study examined the relationship between academic amotivation and school absenteeism among Grade 11 and 12 Automotive Servicing (ATS) learners and identified which dimensions of academic amotivation predict absenteeism. The study also sought to generate evidence for school-level assessment and policy interventions aimed at improving learner engagement and attendance.

    Methodology: A quantitative, non-experimental, descriptive-correlational design was employed among 200 Grade 11 and 12 ATS learners. Data were collected using validated adapted questionnaires measuring four dimensions of academic amotivation—value of task, ability beliefs, task characteristics, and effort beliefs—and indicators of school absenteeism. Descriptive statistics, Pearson product-moment correlation, and linear regression analysis were used to analyze the data. Ethical procedures, including informed consent, learner assent, confidentiality, and voluntary participation, were observed throughout the study.

    Main Findings: The learners demonstrated moderate academic amotivation (M = 3.15), with task characteristics obtaining the highest mean (M = 3.25), followed by ability beliefs (M = 3.18), effort beliefs (M = 3.18), and value of task (M = 2.97). School absenteeism was also moderate (M = 3.28), with performance anxiety recording the highest mean (M = 3.55). Academic amotivation was strongly and positively associated with school absenteeism (r = .820, p < .001), with the coefficient of determination indicating that 67.4% of the variance in absenteeism was associated with academic amotivation (R² = .674). Regression results further showed that all four dimensions significantly predicted absenteeism, with value of task demonstrating the strongest predictive contribution (B = .211, p < .001), followed by ability beliefs (B = .197, p = .002), effort beliefs (B = .188, p = .005), and task characteristics (B = .131, p = .039).

    Novelty/Originality of this study: This study provides context-specific evidence on academic amotivation as a multidimensional predictor of school absenteeism among senior high school ATS learners. By examining task value, ability beliefs, task characteristics, and effort beliefs simultaneously, it identifies motivational domains that can inform targeted assessment, school-based interventions, and education policy for improving learner engagement and attendance.

  • How to cite

    [1]
    P. C. Canillas and C. F. Gopo, “Academic Amotivation and School Absenteeism Among Automotive Servicing Learners: A Study on Predictive Dynamics and Policy Implications”, Ind. Jou. Edu. Rsc, vol. 7, no. 4, pp. 537–551, Aug. 2026, doi: 10.37251/ijoer.v7i4.3327.

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