scholarly journals PERCEPTIONS OF CONTEXTUAL ACHIEVEMENT GOALS: CONTRIBUTION TO HIGH-SCHOOL STUDENTS’ ACHIEVEMENT GOAL ORIENTATION, STRATEGY USE AND ACADEMIC ACHIEVEMENT

2014 ◽  
Vol 56 (2) ◽  
pp. 137-153 ◽  
Author(s):  
Barbara RONČEVIĆ ZUBKOVIĆ ◽  
◽  
Svjetlana KOLIĆ-VEHOVEC
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Goal Orientation ◽  
Achievement Goals ◽  
Strategy Use ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
School Students

scholarly journals Effects of Achievement Goal Orientation Types on Subjective Well-being

2020 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Tasya Nafasya Putri ◽  
Airin Yustikarini Saleh
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Subjective Well Being ◽  
School Students ◽  
Avoidance Goal

In the midst of increasing academic pressure, the subjective well-being of high school students tends to decline as they undergo the school years. In this regard, measuring subjective well-being in specific contexts is necessary to ensure thorough and accurate information that better represents their situation. For this purpose, the study uses subjective well-being in school, which consists of school satisfaction, positive affect, and negative affect. Out of the variables that correlate to subjective well-being in school, achievement goal orientation needs more attention. Thus, the study examines the effects of each type of goal orientation on subjective well-being in school using a 2 × 2 framework. Based on linear regression analysis, mastery-approach goal, performance-approach goal, and performance-avoidance goal have a significant effect on the subjective well-being of 11th-grade high school students in school. However, the opposite is true for the mastery-avoidance goal. The research supports previous research and provides broad information about achievement goal orientation as described by the 2 × 2 framework. 

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