Journal of Psychology & Behavioral Science

How is the Relationship among Goals, Learning Strategies, and Perceived Competence? Structural Equation Modeling Approach
Dorothea Wahyu Ariani1

Abstract
This study aims to investigate the relationship between the three models of achievement goals, learning strategies, and perceived competence. The study was conducted with 506 university students participating in undergraduate programs in economics and business for the employee class in Yogyakarta, Indonesia. Data collection was carried out using a survey with distributing questionnaires. Furthermore, correlation analysis for testing the relationship between variables in accordance with the hypothesis was carried out after the questionnaire was declared valid and reliable. Also, a structural equation modeling with two-step approach was used to simultaneously test the relationship model. The model that was found to be the most appropriate was perceived competence mediated the relationship between achievement goals and learning strategies. In addition, the mastery approach was a dimension of achievement goals that consistently and positively influenced each other with deep learning strategies and perceived competence. The perceived competence also consistently and negatively influenced each other with surface learning strategies. The result indicated a consistent relationship and influence between mastery goals, deep learning strategies, as well as perceived competence or between performance-avoidance goals, surface learning strategies, and perceived competence. This study also strengthened the understanding that individuals with high perceived competence have a goal to outperform their peers, but are inconsistent in the selection of strategies. An in-depth discussion of the results along with their contributions and subsequent studies were presented at the end of this article.

Full Text: PDF     DOI: 10.15640/jpbs.v10n2a3