scholarly journals ORIENTASI TUJUAN MENYUSUN SKRIPSI DAN KECEMASAN DALAM MENULIS SKRIPSI

2017 ◽  
Vol 6 (2) ◽  
pp. 101-105
Author(s):  
DEASYANTI DEASYANTI ◽  
MARWA NURUZDAH
Keyword(s):  
Goal Orientation ◽  
Quantitative Method ◽  
Sampling Method ◽  
Goal Orientations ◽  
Writing Apprehension ◽  
Writing Anxiety ◽  
And Performance ◽  
Mastery Avoidance ◽  
Thesis Writing ◽  
The Relationship

The purpose of this study is to find out the relationship between thesis writing orientation and anxiety in thesis writing. Quantitative method is used in this study with 247 Universitas Negeri Jakarta students who is writing thesis as a samples. Sampling method used in this study is incidental sampling. The Instruments used in this study are adapted from Achievement Questionare Scale (Elliot & McGregor, 2001) and Writing Apprehension Test (Daly & Miller, 1975). Data analyzing method used in this study is pearson product moment. The goal orientations which is found negatively correlated with writing anxiety are mastery approach goal orientation (-0,31) and performance approach goal orientation (-0,18). The goal orientation which is found positively correlated with writing anxiety are mastery avoidance goal orientation (0,19) and performance avoidance (0,26).

scholarly journals Team Leaders Matter in Knowledge Sharing: A Cross-Level Analysis of the Interplay between Leaders’ and Members’ Goal Orientations in the Chinese Context

2018 ◽  
Vol 14 (4) ◽  
pp. 715-745 ◽  
Author(s):  
Jiamin Zhang ◽  
Yi Wang ◽  
Marina Yue Zhang
Keyword(s):  
Knowledge Sharing ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Team Leaders ◽  
Team Members ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Approach Orientation ◽  
And Performance ◽  
The Relationship

ABSTRACTThis article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

scholarly journals The effects of achievement goal orientations and safety climate on safe and unsafe behavior

2014 ◽  
Vol 27 (2) ◽  
pp. 367-388 ◽  
Author(s):  
JiHee Jung ◽  
YoungSeok Park
Keyword(s):  
Goal Orientation ◽  
Safety Climate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Performance Goal ◽  
Unsafe Behaviors ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.

scholarly journals Cluster analysis on Malaysian student’s achievement goals orientation in mathematics from multiple goal perspective

2018 ◽  
Vol 7 (2.10) ◽  
pp. 113 ◽  
Author(s):  
Mohd Rustam Mohd Rameli ◽  
Azlina Mohd Kosnin ◽  
Yeo Kee Jiar ◽  
Zakiah Mohamad Ashari
Keyword(s):  
Cluster Analysis ◽  
Goal Orientation ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Mean Value ◽  
Multiple Goals ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal ◽  
Mastery Approach

This study examined students’ achievement goal orientation by applying multiple goals perspective in learning Mathematics. This person-centered approach study involved 969 Malaysian upper secondary school students from 20 selected schools.  Results of correlational analysis showed that all the four goal orientations (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) correlated moderately (r=.151-.475) to each other.  This suggests that students could adopt more than one goal orientation simultaneously.  By means of cluster analysis, the notion of simultaneous adoption of goal orientations is supported from which five distinct clusters were extracted, namely mastery-oriented (mean value is higher for the mastery-approach and mastery-avoidance goal), approach-oriented (mean value is higher for mastery and performance-avoidance goal), avoidance-oriented (mean value is higher for mastery and performance-approach goal), demotivated (low mean value for all types of goals) and success-oriented (high mean value for all types of goals).  Success-oriented cluster had the highest frequency of students (f=271, 28.0%) while only 3.6% (f=35) of the students were in the demotivated cluster.  This study extends the knowledge of how students adopt multiple goals in Mathematics learning.  The results have significant impact on mathematics education context of Malaysia. 

scholarly journals Interteam Cooperation and Competition and Boundary Activities: The Cross-Level Mediation of Team Goal Orientations

2019 ◽  
Vol 16 (15) ◽  
pp. 2738 ◽  
Author(s):  
Shin ◽  
Kim ◽  
Hur
Keyword(s):  
Goal Orientation ◽  
Team Performance ◽  
Team Learning ◽  
Boundary Spanning ◽  
Goal Orientations ◽  
Cooperation And Competition ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
And Performance ◽  
The Relationship

Drawing on Dragoni’s cross-level model of state goal orientation, this research aims to examine the cross-level mediating effect of team goal orientation on the relationships between interteam cooperation and competition and three forms of boundary activities. Study 1 tested the proposed mediating relationships by collecting survey data from 249 members of 45 South Korean work teams. Additionally, we conducted a two-wave longitudinal study (Study 2) on 188 undergraduate students to replicate the relationships between three types of team goal orientation and their relevant forms of boundary activities. In Study 1, we found positive associations between interteam cooperation and team learning goal orientation, and between interteam competition and team performance-prove and performance-avoid goal orientations. Team learning and performance-prove goal orientations were positively related to boundary spanning and reinforcement. As predicted, team learning goal orientation had a stronger relationship with boundary spanning than team performance-prove goal orientation, whereas team performance-prove goal orientation had a stronger relationship with boundary reinforcement than team learning goal orientation. While team learning goal orientation mediated the relationship between interteam cooperation and boundary spanning and reinforcement, team performance-prove goal orientation mediated the relationship between interteam competition and boundary spanning and reinforcement. The results of Study 2 demonstrated the positive lagged effects of team performance-prove goal orientation on boundary reinforcement and of team performance-avoid goal orientation on boundary buffering.

scholarly journals A Structural Equation Modeling of the Relationships Between Parenting Styles, Students’ Personality Traits, and Students’ Achievement Goal Orientation

2022 ◽  
Vol 12 ◽  
Author(s):  
Faramarz Asanjarani ◽  
Khadijeh Aghaei ◽  
Tahereh Fazaeli ◽  
Adnan Vaezi ◽  
Monika Szczygieł
Keyword(s):  
Personality Traits ◽  
Goal Orientation ◽  
Parenting Styles ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
And Performance ◽  
Mastery Avoidance ◽  
Mastery Approach

Recently, researchers have shown an increased interest in achievement goal orientation correlates. What is not yet clear is the detailed relationships among students’ goal orientation, students’ personality traits, and parenting style. In so doing, this research responds to the need to analyze the importance of parenting styles (permissive, authoritative, and authoritarian) and students’ traits (psychoticism, neuroticism, and extraversion) in explaining the achievement goal orientations (mastery approach, mastery avoidance, performance-approach, and performance-avoidance). In the exploratory correlational study, 586 Iranian students along with their parents were selected as the sample so as to evaluate the structure of the relationships between these variables. The results indicate that students’ psychoticism and neuroticism predict students’ goal orientations (positively: performance and mastery avoidance and negatively: mastery and performance approach) while extraversion did not. Only the authoritative style predicts mastery approach (positively) and psychoticism trait (negatively). Permissive and authoritarian styles do not directly or indirectly predict students’ goal orientations.

The Relationship of Procrastination with a Mastery Goal Versus an Avoidance Goal

2009 ◽  
Vol 37 (7) ◽  
pp. 911-919 ◽  
Author(s):  
Eun Hee Seo
Keyword(s):  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Mastery Goal ◽  
Preliminary Model ◽  
Competitive Model ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study was to examine which is more powerful to determine procrastination, a mastery goal or an avoidance goal. A preliminary model and a competitive model were explored by collecting 307 college students' survey results and employing structural equation modeling. The result of this study showed that procrastination is positively related to mastery avoidance and performance avoidance goal orientations whereas, as predicted, it is negatively related to mastery approach goal orientation. We also found that an avoidance goal is more powerful in determining students' procrastination than is a mastery goal. Implications of the study are discussed.

Time Orientation and its Relationship with Goal Orientation

2020 ◽  
Vol 7 (6) ◽  
pp. 450-459
Author(s):  
Adnan Atoum ◽  
Khaled Al-Bashtawi ◽  
Abdel Lateef Al-Momani
Keyword(s):  
Goal Orientation ◽  
Goal Orientations ◽  
Time Orientation ◽  
Validity And Reliability ◽  
Orientation Scale ◽  
Positive Correlations ◽  
And Performance ◽  
The Relationship ◽  
Negative Time ◽  
Mastery Approach

The objectives of the study are to investigate time orientation and goal orientation levels in light of some variables, and to identify the relationship between the two variables. The sample of the study consists of 698 male and female students studding at Yarmouk University.   Zimbardo and Boyd (1999) Time Orientation Scale and Abu Ghazal et al., (2013) Goal Orientation Scale are used after assessing the validity and reliability for both scales.  The results of the study showed that the past positive domain in time orientation ranked first, followed by future past negative, present hedonism, present fatalistic, respectively. The results also showed that the domain of mastery-approach in goal orientations ranked first, followed by performance-avoidance, and finally performance-approach. The results of the study indicated a statistically significant positive correlations between future time orientation and mastery- approach goal orientation, and between past negative time orientation and performance- avoidance goal orientation. There are statistically significant positive correlations between time orientation domains and goals orientations domains except a negative correlation between present fatalistic time orientation and mastery-approach goal orientation

The Relationship Between Goal Orientation, Social Comparison Responses, Self-Efficacy, and Performance

2008 ◽  
Vol 13 (3) ◽  
pp. 188-196 ◽  
Author(s):  
Carmen Carmona ◽  
Abraham P. Buunk ◽  
Arie Dijkstra ◽  
José M. Peiró
Keyword(s):  
Social Comparison ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Mediating Role ◽  
The Social ◽  
And Performance ◽  
The Relationship

The present study examined whether social comparison responses (identification and contrast in social comparison) mediated the relationship between goal orientation (promotion and prevention) and self-efficacy, and whether self-efficacy was subsequently related with a better performance. As expected, the results showed that promotion-oriented individuals – who are focused on achieving success – had higher self-efficacy than prevention-oriented individuals – who are focused on avoiding failure. Only one of the social comparison responses had a mediating role. That is, the tendency to contrast oneself with others who were doing better mediated the relationship between a prevention goal orientation and self-efficacy. In addition, self-efficacy was related to a better performance.

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

scholarly journals Efek Mediasi Kesadaran Merek pada Pengaruh Tanggung Jawab Sosial Perusahaan Terhadap Minat Nasabah Menggunakan Produk Bank Central Asia (BCA) di Jakarta

2019 ◽  
Vol 3 (6) ◽  
pp. 83
Author(s):  
Anthaony Ryann Welington
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Purchase Intention ◽  
Quantitative Method ◽  
Sampling Method ◽  
Brand Awareness ◽  
Analysis Technique ◽  
Corporate Social ◽  
The Relationship

This research aims to determine the role of brand awareness in mediating the effect between corporate social responsibility (CSR) towards purchase intention. The method used is a quantitative method with the type of research is descriptive. In this research, there are 3 variables : brand awareness, corporate social responsibility, and purchase intention. Sampling method used is purposive non-probability sampling with 129 respondents. The analysis technique used is mediation analysis. This research found that brand awareness as mediating variable significantly affect the relationship between corporate social responsibility (CSR) and purchase intention. Corporate social responsibility (CSR) through brand awareness have positive and significant influence simultaneously towards buying intention by 44.6%, and the rest 55.4% is influenced by other variables not examined in this research.

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