Achievement Goal Orientation in Online Learning Is Performance Goal More Important Than Mastery Goal In Farmachy Student?

Herdian; Roseyoana Logisian Subekti

doi:10.18535/ijsrm/v10i4.sh02

Abstract

Online learning is still in effect until early 2022. Teachers, students and parents can feel the impact on the educational aspect. We examine students' learning motivation in achievement goal orientation during online learning. A total of 238 pharmacy students filled out the achievement goal orientation scale online. The results show no significant difference in the average of each orientation, including the approach and avoidance dimensions. Our findings illustrate how pharmacy students as part of a collectivist society affect student orientation in achievement goals. The results show that the average performance goal orientation is higher than the mastery goal orientation. The results of the dimensions are discussed in detail.

References

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Brett, J. F., & Vandewalle, D. (1999). Goal orientation and goal content as predictors of performance in a training program. Journal of Applied Psychology, 84(6), 863–873. https://doi.org/10.1037/0021-9010.84.6.863DOI ↗Google Scholar ↗
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[refR-1] American Psychology Association. (1992). LAHDE_17.pdf (Vol. 84, pp. 261–271).Google Scholar ↗

[refR-2] Brett, J. F., & Vandewalle, D. (1999). Goal orientation and goal content as predictors of performance in a training program. Journal of Applied Psychology, 84(6), 863–873. https://doi.org/10.1037/0021-9010.84.6.863DOI ↗Google Scholar ↗

[refR-3] Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632–648. https://doi.org/10.1037/a0023952DOI ↗Google Scholar ↗

[refR-4] Frislia, E., & Handoyo, S. (2020). the Role of Self-Construal and Goal Orientation on Employee Innovative Work Behavior. Jurnal Psikologi, 19(3), 233–245. https://doi.org/10.14710/jp.19.3.233-245DOI ↗Google Scholar ↗

[refR-5] Hajeni, H., Marhani, M., & Febrianti, L. (2022). Optimalisasi Peran Guru dan Orang Tua dalam Pembelajaran Online pada Masa Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 3242–3252.Google Scholar ↗

[refR-6] Herdian, H., & Qingrong, C. (2021). Mental Health in the elderly during the Pandemic in Indonesia. Journal of Clinical and Developmental Psychology, 3(2), 1–9. http://cab.unime.it/journals/index.php/JCDP/indexGoogle Scholar ↗

[refR-7] Kim, U., & Park, Y. S. (2006). Indigenous psychological analysis of academic achievement in Korea: The influence of self-efficacy, parents, and culture. International Journal of Psychology, 41(4), 287–292. https://doi.org/10.1080/00207590544000068DOI ↗Google Scholar ↗

[refR-8] King, R. B. (2016). Is a performance- avoidance achievement goal always maladaptive? Not necessarily for collectivists. Personality and Individual Differences, 99, 190–195. https://doi.org/https://doi.org/10.1016/j.paid.2016.04.093DOI ↗Google Scholar ↗

[refR-9] Kurniati, E., Nur Alfaeni, D. K., & Andriani, F. (2020). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 241. https://doi.org/10.31004/obsesi.v5i1.541DOI ↗Google Scholar ↗

[refR-10] Murshed, S. M. (2022). Consequences of the Covid-19 pandemic for economic inequality. In Covid-19 and international development (pp. 59–70). Springer.Google Scholar ↗

[refR-11] Mustari, M. (2022). Supervisi Kepala Sekolah dalam Meningkatkan Kompetensi Pedagogi di Masa Pandemi Covid 19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(3), 2296–2303.Google Scholar ↗

[refR-12] Rasheed, Z., AlKhowailed, M. S., Shariq, A., Salem, T., Alkhamiss, A. S., Aldoubiab, R. K., Alghammas, A. F., Alshammari, A. M., Alsalhi, A. A., & Alharbi, A. Z. (2022). Impact of COVID-19 pandemic quarantine on physical, nutritional, psychosocial life and work aspects in the Kingdom of Saudi Arabia. Journal of Family Medicine and Primary Care, 11(3), 896–903.Google Scholar ↗

[refR-13] Reimers, F. M. (2022). Learning from a pandemic. The impact of COVID-19 on education around the world. In Primary and secondary education during COVID-19 (pp. 1–37). Springer, Cham.Google Scholar ↗

[refR-14] Septiani, A. N., Nayazik, A., & Kurniawan, P. (2019). Hubungan Goal Orientation dengan Perilaku Menyontek Siswa Sekolah Menengah Pertama. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 3(2), 307. https://doi.org/10.31331/medivesveteran.v3i2.840DOI ↗Google Scholar ↗

[refR-15] Sıcak, A., & Arslan, A. (2016). The Relation between Prospective Teachers’ Goal Orientations and Academic E-dishonesty. Universal Journal of Educational Research, 4(7), 1660–1666. https://doi.org/10.13189/ujer.2016.040718DOI ↗Google Scholar ↗

[refR-16] Triandis, H. C. (1985). Collectivism vs. individualism: A conceptualization of a basic concept in cross-cultural social psychology. Cross-Cultural Studies of Individualism and Collectivism.Google Scholar ↗