Be Achievement Oriented, Be Resilient: Studi tentang Achievement Goal Oriented dan Resiliensi Akademik pada Mahasiswa
https://doi.org/10.24854/jps.v9i2.1956
Keywords:
Academic Resilience, Achievement Goal Orientations, StudentsAbstract
Mahasiswa perlu memiliki resiliensi akademik sebagai upaya ketahanan untuk mengatasi situsi sulit dalam bidang akademik dan dapat meningkatkan keberhasilan dilihat dari respon adaptif individu dalam aspek kognitif, afektif, dan konatif. Salah satu variabel yang berkaitan dengan resiliensi akademik yaitu, achievement goal orientations untuk mencapai tujuan di bidang akademik. Penelitian ini bertujuan untuk mengetahui hubungan antara achievement goal orientations dan resiliensi akademik pada mahasiswa. Metode penelitian ini kuantitatif dengan teknik accidental sampling dengan karakteristik partisipan sebagai mahasiswa aktif S1 yang sedang menjalani pendidikan di Indonesia dan penyebaran kuesioner penelitian menggunakan google form online. Jumlah partisipan dalam penelitian ini 179 orang mahasiswa aktif. Instrumen penelitian yang digunakan adalah Achievement Goal Questionnaire Revised (AGQ-R) untuk mengukur goal orientation dan ARS-Indonesia untuk mengukur resiliensi akademik. Hasil penelitian menggunakan teknik uji korelasi spearman rank menunjukkan bahwa terdapat hubungan positif dan signifikan antara resiliensi akademik dan dimensi-dimensi pada achievement goal orientations yaitu, mastery approach, performance approach, performance avoidance. Semakin tinggi achievement goal orientations pada dimensi mastery approach, performance approach dan performance avoidance maka, semakin tinggi resiliensi akademik pada diri individu tersebut.
References
Agolla, J. E., & Ongori, H. (2009). An assessment of academic stres among undergraduate students: the case of university of bostwana. Educational Research and Reviews, 063-070.
Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced And Applied Sciences, 5(9), 39-46. doi:10.21833/ijaas.2018.09.008
Amelasasih, P., Aditama, S., & Wijaya, M. R. (2018). Resiliensi akademik dan subjective well-being. Proceeding National Conference Psikologi UMG 2018, 161-167.
Apuke, O.D. (2017). Quantitative research methods a synopsis approach. Arabian Journal of Business and Management Review (Kuwait Chapter), 6(10), 40-47. doi:10.12816/0040336
Arias, J. F. (2004). Recent perspectives in the study of motivation: goal orientation theory. Electronic Journal of Research in Educational Psychology.
Cassidy, S. (2016). The academic resilience scale (ARS-30): a new multidimensional construct measure. Frontiers in Psychology. doi:10.3389/fpsyg.2016.01787
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology 33, 584–608. doi:10.1016/j.cedpsych.2007.08.002
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. doi:https://doi.org/10.1037//0003-066x.41.10.1040
Erberber, E., Stephens, M., Mamedova, S., Ferguson, S., & Kroeger, T. (2015). Socioeconomically disadvantaged students who are academically succesful: examining academic resilience Crossnationally. IEA's Policy Brief Series(5), 1-12.
Elliot, A. J., & McGregor, A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. doi:10.1O37//OO22-3514.80.3.501
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628. doi:10.1037/0022-0663.100.3.613
Hasim, F., Rahman, I. K., & Hakiem, H. (2019). Hubungan regulasi diri dengan prokrastinasi akademik siswa sman 6 kota bogor. 1(1), 114-121.
Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: when are they adaptive for college students and why? Educational Psychologist, 33(1), 1-21.
Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). Academic resilience in education: the role of achievement goal orientations. Journal of Advances in Medical Education & Proffesionalism, 2(1), 33-38.
Kumalasari, D., & Akmal, S. Z. (2020). Resiliensi akademik dan kepuasan belajar daring di masa pandemi COVID-19: Peran mediasi kesiapan belajar daring. Persona: Jurnal Psikologi Indonesia , 9(2), 353-368. doi:https://doi.org/10.30996/persona.v9i2.4139
Kumalasari, D., Luthfiyanni, N. A., & Grasiaswaty, N. (2020). Analisis faktor adaptasi instrumen resiliensi akademik versi Indonesia: pendekatan eksploratori dan konfirmatori. Jurnal Penelitian dan Pengukuran Psikologi, 9(2), 84-95. doi:10.21009/JPPP.092.06
Kurniawan, R. (2013). Hubungan antara self-regulated learning dengan prokrastinasi akademik pada mahasiswa jurusan psikologi. Skripsi, 1-219.
Lubis, I. A. (2017). Gambaran resiliensi akademik pada First Generation College Students (FGCS) di fakultas psikologi USU. Skripsi, 1-166.
Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: a qualitative study of university students. Journal of Educational Psychology, 95(3), 617-628. doi:10.1037/0022-0663.95.3.617
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35, 353-370. doi: 10.1080/03054980902934639
Mwangi, C. N., Okatcha, F. M., Kinai, T. K., & Ireri, A. M. (2015). Relationship between academic resilience and academic achievement among secondary school students in kiambu county, kenya. International Journal of School and Cognitive Psychology, S2:003. doi:10.4172/2469-9837.S2-003
Nicholls, J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
Pattynama, P. C., Sahrani, R., & Heng, P. H. (2019). Peran regulasi diri dalam belajar dan keterlibatan akademik terhadap intensi mengundurkan diri dengan resiliensi akademik sebagai mediator. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni, 3(2), 307-317.
Phan, H. P. (2014). Antecedents and consequences of mastery goals: amalgamating different theoretical orientations. British Journal of Education, Society & Behavioural Science, 4(4), 415-439.
Rahmawati, S., Indriayu, M., & Sabandi, M. (2017). Pengaruh tekanan akademik terhadap prestasi akademik mahasiswa pendidikan ekonomi fakultas keguruan dan ilmu pendidikan universitas sebelas maret. 1-15.
Santrock, J. W. (2012). Lifespan development jilid 2. Jakarta: Erlangga.
Sideridis, G. D., & Kaplan, A. (2011). Achievement Goals and Persistence Across Tasks: The Roles of Failure. The Journal of Experimental Education, 79, 429-451. doi:10.1080/00220973.2010.539634
Splan, R. C., Brooks, R. M., Porr, S., & Broyles, T. W. (2011). Resiliency and achievement goal orientation among agricultural students. NACTA Journal, 31-38.
Stallman, H.M. (2009). Prevalence of psychological distress in university students: implication for delivery service. Australian Family Physician, 37, 673-677.
Sugiyono. (2013). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Sugiyono. (2016). Statistika untuk Penelitian. Bandung: Alfabeta.
Tumanggor, R. O., & Dariyo, A. (2015). Pengaruh iklim kelas terhadap resiliensi akademik, mastery goal orientation dan prestasi belajar. Seminar Psikologi & Kemanusiaan, 262-268.
Wang, C. K., Liu, W. C., & Chye, S. (2010). Achievement goals, implicit theories and behavioral regulation among polytechnic engineering students. The International Journal of Research and Review, 5(2).
Wibowo, U.F. (2018). Resiliensi akademik mahasiswa yang sedang menempuh skripsi. Skripsi, 1-29.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).