GOAL ORIENTATION ATLET DI MASA PANDEMI COVID-19

Goal orientation is a motivational orientation that can affect the way individuals pursue their goals and competencies in achieving those goals. Goal orientation is one of the psychological aspects that can have an impact due to the current pandemic situation. Athletes must do independent training, even though they are in preparation for the championship. This study aims to know the athletes goal orientation during the Covid-19 pandemic. This study uses a qualitative approach. Participants have the following criteria: (1) Athletes who play an active role in one sport for at least 5 years and (2) are facing the impact of the Covid-19 pandemic in the form of having to do independent training. Participants in this study amounted to 3 people with the details of 1 taekwondo athlete, 1 jujitsu athlete, and 1 fencing athlete. Data is collected by interview technique. The finding fact is divided into several categories and labeled with special terms. After that, the facts found were interpreted. The results showed that the goal orientation in three subjects is dominated by Mastery Goal Orientation (MGO). They try to develop skills and competencies to compete via the internet by their own initiative. Moreover, one of the athletes, Y showed Performance Approach Goal Orientation (PAPGO), an extrinsic motivation to get an appraisal or avoid punishment from the coach. Goal orientation merupakan orientasi motivasi yang dapat mempengaruhi cara individu dalam mengejar tujuan dan kompetensi mereka dalam mencapai tujuan tersebut. Goal orientation menjadi salah satu aspek psikologis yang dapat terdampak akibat situasi pandemi saat ini. Para atlet harus melakukan latihan mandiri, padahal mereka sedang dalam persiapan untuk menghadapi kejuaraan. Penelitian ini bertujuan untuk mengetahui gambaran goal orientation atlet di masa pandemi Covid-19. Penelitian ini menggunakan pendekatan kualitatif. Partisipan memiliki kriteria: (1) Atlet yang berperan aktif pada satu cabang olahraga selama minimal 5 tahun dan (2) sedang menghadapi dampak pandemi Covid-19 dalam bentuk keharusan melakukan latihan mandiri. Partisipan dalam penelitian ini berjumlah 3 orang dengan rincian 1 orang atlet taekwondo, 1 orang atlet jujitsu, dan 1 orang atlet anggar. Pengambilan data dilakukan dengan teknik wawancara. Fakta temuan dibagi ke dalam beberapa kategori dan dilabeli dengan istilah khusus. Setelah itu, fakta yang ditemukan dimaknai. Hasil penelitian menunjukkan bahwa goal orientation pada ketiga subjek didominasi oleh Mastery Goal Orientation (MGO). Mereka berusaha mengembangkan keterampilan dan kompetensi untuk bertanding melalui melalui internet dengan inisiatif sendiri. Selain itu, ditemukan Performance Approach Goal Orientation (PAPGO) pada seorang subjek yang mengorientasikan latihannya untuk mendapatkan penilaian atau menghindari hukuman dari pelatih.

The Effects of Social Achievement Goals on Social Withdrawal in Middle School Students: The Mediating Effect of Self-Efficacy

Objectives: The purpose of this study was to examine the mediating effect of self-efficacy in the relationship between social achievement goals (mastery goal, performance-approach goal, and performance-avoid goal) and social withdrawal among middle school students.Methods: The participants in this study were 325 middle school students, ranging from first to third grade from seven middle schools. The data were analyzed using descriptive statistics and Pearson’s correlation coefficients were calculated. Structural Equation Modeling (SEM) was also used to investigate the mediating model.Results: The results of this study were as follows. First, the level of the social mastery goal and social performance-approach goal decreased students’ social withdrawal, and the level of the social performance-avoid goal increased it. Second, the level of the social mastery goal increased self-efficacy, whereas the level of social performance-avoid goal decreased it. The level of self-efficacy had a significantly negative influence on middle school students’ social withdrawal. Further, the level of self-efficacy partially mediated the relationship between the social mastery goal and social withdrawal, and between the social performance-avoid goal and social withdrawal.Conclusion: In conclusion, the higher the level of social mastery goal, the higher the level of self-efficacy, and the lower the level of social performance-avoid goal, the higher the level of self-efficacy, and, consequently, the lower the level of social withdrawal. These outcomes suggest that it would be helpful to change the type of social achievement goals and that improving the level of self-efficacy of middle school students would contribute to reducing their social withdrawal.

Encouraging or expecting flexibility? How small business leaders’ mastery goal orientation influences employee flexibility through different work climate perceptions

The employee flexibility desired in changing and uncertain business environments is amplified in small business settings. How can small business leaders facilitate the employee flexibility needed in this context? In the present study, we proposed that mastery goal-oriented leaders who are concerned with learning and competence development would create a work climate that promoted employee flexibility in their firms. We tested our hypotheses with multi-wave, multi-level data collected from leaders and employees in 141 small accounting firms in Norway. Findings revealed that leaders’ mastery goal orientation (MGO) was positively related to employee flexibility through a work climate that encouraged learning and development (a mastery climate). Yet, we also found that leaders’ MGO was negatively related to employee flexibility through a work climate that emphasized the expectations to be adaptive and flexible (an adaptability climate). Taken together, our study suggests that leaders’ mastery goal orientation may fuel employee flexibility when encouraging flexible-related behavior yet backfire when they signal that the same behavior is expected.

Investigating the Impact of an Intervention to Promote Mastery Goal Orientation

Background Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions specifically in upper-division online elective psychology courses has not been studied. Objective The purpose of this replication study was to examine the effects of a mastery goal intervention on fear of failure, mastery and performance-approach goals, self-efficacy, and academic performance over time. Method Fifty-eight students enrolled in an online upper-division educational psychology course were randomly assigned to an experimental or control group. The experimental group engaged in activities that steered them toward a mastery goal orientation, while the control group completed a stress management activity. Outcomes were measured four times during the study. Results Contrary to our predictions, there were no significant differences between conditions on any of the outcomes. Conclusion Although a mastery adoption intervention has been shown to be effective in prior studies, the current intervention had no impact on students in an upper-level online psychology course. Teaching Implications Considering that a mastery goal orientation is consistently linked to adaptive academic outcomes, potentially impactful ways to apply the intervention are discussed.

Role of Academic Self-Handicapping and Self-Regulated Learning Strategies in Mastery Goal Orientation among Adolescents

The present study attempted to investigate the role of academic self-handicapping and self-regulated learning strategies in mastery goal orientation among adolescents. The sample comprised of 550 school students (age range =14-16years). Instruments namely Self-Handicapping Scale (Jones & Rhodewalt, 1982), Self-Regulation Inventory (Cleary & Platten, 2013), and Achievement Goals Questionnaire-Revised(Elliot & Murayama, 2008) were used. It has been found that self-handicapping wasnegatively associated with self-regulated learning strategies and mastery goal orientation; whereas self-regulated learning strategies was positively linked with mastery goal orientation. In addition, it has been found thatgirls displayedless self-handicapping behavior and more self-regulated and better goal oriented behavior as comparedto boys. Demographic group differences showed that adolescents enrolled in private schools with higher maternal education were less engaged in self-handicapping behaviorand more self-regulated and achievement goal oriented as comparedto government school students. However, significant differences were found on paternal education in relation to mastery goal orientation only.

The role of moral self-regulation in mediating the effect of goal orientation on academic integrity

Previous research has explored possible reasons to conduct academic dishonesty while there are only a few research studies that investigate the strategies to promote academic integrity and do not look at moral self-regulation as a mediating variable. This study, therefore, aims to examine whether moral self-regulation mediates the effects of mastery goal orientation and performance goal orientation on academic integrity. A self-report scale was distributed to 251 students (M = 41%; F = 59%) of one state Islamic university in Jakarta, Indonesia, in which the structural equation model was used to analyse the data. Using the root mean square error of approximation, comparative fit index and Tucker–Lewis Index as indicators of the model of fit, the results proved that moral self-regulation mediated two mentioned variables affecting academic integrity. This finding implies the need to consider the inclusion of moral self-regulation in the academic life of students. Keywords: Academic integrity, moral self-regulation, mastery goal orientation, performance goal orientation;