The Influence Of Core Self-Evaluation On Academic Performance Through Learning Goal Orientation As A Mediation Variable

Mardhika Ardi Pambudi, Dwita Darmawati, Devani Laksmi Indyastuti

Abstract


This study sees that students who are undergoing studies will experience a period where students must learn better in achieving their goals, namely academic performance. This academic result can be seen from the GPA score. In this paper, we provide a core self-evaluation impact on academic performance. We also included a learning goal orientation variable for mediating examinations on the relationship between core self-evaluation and academic performance. The population in this study were 235 students of the University of Nahdlatul Ulama Purwokerto class of 2018, so the sampling technique used was purposive sampling. The method of analysis used in this research is multiple regression. The results show that core self- evaluation does not positive effect on academic performance but rather negatively, while core self- evaluation has a positive effect on learning goal orientation, as well as learning goal orientation on academic performance. Learning goal orientation mediates the relationship between core self-evaluation and academic performance.
Keywords: core self-evaluation; goal orientation; learning goal orientation; academic performance


Full Text:

PDF

References


Albert, M. A., & Dahling, J. J. (2016). Learning goal orientation and locus of control interact to

predict academic self-concept and academic performance in college students. Personality and

Individual Differences, 97, 245–248. https://doi.org/10.1016/j.paid.2016.03.074

Bandura, Albert. (1999). Social cognitive theory of personality. Dalam L. A Pervin & O.P. John (editor), Handbook of personality: Theory and research (page. 154-196). New York: Guilford Press.

Bono, J. E., & Judge, T. A. (2003). Core Self-Evaluations: A Review of the Trait and its Role in Job Satisfaction and Job Performance. European Journal of Personality, 17(SPEC. 1), 5–18. https://doi.org/10.1002/per.481

Campbell, J. P. (1983). Some possible implications of “modeling” for the conceptualization of measurement. In F. Landy, S. Zedeck, & J. Cleveland (Eds), Performance measurement and theory. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Chamorro-Premuzic, T., & Furnham, A. (2002). Neuroticism and “special treatment” in university examinations. Social Behavior and Personality, 30(8), 807–812. https://doi.org/10.2224/sbp.2002.30.8.807

Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338. https://doi.org/10.1016/S0092-6566(02)00578-0

Chang, C. H., Ferris, D. L., Johnson, R. E., Rosen, C. C., & Tan, J. A. (2012). Core self- evaluations: A review and evaluation of the literature. Journal of Management, 38(1), 81–128. https://doi.org/10.1177/0149206311419661

Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale.

Organizational Research Methods, 4, 62–83.

Dweck, C. S., & Leggett, E. L. (1988). A Social-Cognitive Approach to Motivation and Personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033- 295X.95.2.256

Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Essays in social psychology. Philadelphia: Psychology Press.

Debicki, B. J., Kellermanns, F. W., Barnett, T., Pearson, A. W., & Pearson, R. A. (2016). Beyond the Big Five: The mediating role of goal orientation in the relationship between core self- evaluations and academic performance. International Journal of Management Education, 14(3), 273–285. https://doi.org/10.1016/j.ijme.2016.05.002

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.

Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022- 3514.80.3.501

Feist, Jess., Gregory J. Feist., Roberts, Tomi-Ann. "Teori kepribadian edisi 8." Jakarta: Salemba Humanika (2018).

Gardner, D. G., & Pierce, J. L. (2010). The core self-evaluation scale: Further construct validation evidence. Educational and Psychological Measurement, 70(2), 291–304. https://doi.org/10.1177/0013164409344505

Gudono. (2017) Analisis Data Multivariat. BPFE – Yogyakarta.

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562–575. https://doi.org/10.1037/0022-0663.94.3.562

Hair, J.F., R.E. Andersen, R.L.Tatham, and W.C.Black, 2005, Multivariate Data Analysis. 6th edition. Prentice-Hall: New Jersey.

Judge, T. A., Locke, E. A., Durham, C. C., & Kluger, A. N. (1997). Dispositional effects on job and life satisfaction: The role of core evaluations. Journal of Applied Psychology, 83(1), 17– 34. https://doi.org/10.1037/0021-9010.83.1.17

Judge, T. A., Van Vianen, A. E. M., & De Pater, I. E. (2004). Emotional stability, core self- evaluations, and job outcomes: a review of the evidence and an agenda for future research. Human Performance, 17, 325-346

Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits - Self-esteem, generalized self-efficacy, locus of control, and emotional stability - With job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80–92. https://doi.org/10.1037/0021-9010.86.1.80

Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2002). Are measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy indicators of a common core construct? Journal of Personality and Social Psychology, 83(3), 693–710. https://doi.org/10.1037/0022-3514.83.3.693

Judge, T. A., & Hurst, C. (2007). Capitalizing on One’s Advantages: Role of Core Self- Evaluations. Journal of Applied Psychology, 92(5), 1212–1227. https://doi.org/10.1037/0021- 9010.92.5.1212

Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self-evaluations scale: development of a measure. Personnel Psychology, 56, 303e331

Khaola, P. P., & Mahao, M. E. (2019). The influence of core self-evaluations on helping behaviour and academic achievement: The gendered effects. International Journal of Management Education, 17(3). https://doi.org/10.1016/j.ijme.2019.100317

Morris, Michael L., Messal, Carrie B., Meriac, John P. (2013). Core Self-Evaluation and Goal Orientation: Understanding Work Stress. Human Resource Development Quarterly, Vol. 24 (1). DOI: 10.1002/hrdq.21151

Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big Five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93, 116- 130. DOI: 10.1037/0022-3514.93.1.116

O’Connor, Melissa C., & Paunonen, Sampo V. (2007). Big Five personality predictors of Post- Secondary Academic Performance. Personality and Individual Differences, 43, 971-990.

Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128–150. https://doi.org/10.1037/0021-9010.92.1.128

Rotter, J. B. (1966). Generalize D Expectancie S for Interna L Versus. 80(1). https://doi.org/10.1037/h0092976

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838

Rosopa, P. J., & Schroeder, A. N. (2009). Core self-evaluations interact with cognitive ability to predict academic achievement. Personality and Individual Differences, 47(8), 1003–1006. https://doi.org/10.1016/j.paid.2009.07.028

Rosenberg, Morris. "Rosenberg self-esteem scale (RSE)." Acceptance and commitment therapy.

Measures package 61.52 (1965): 18.

Sorić, I., Penezić, Z., & Burić, I. (2017). The Big Five personality traits, goal orientations, and academic achievement. Learning and Individual Differences, 54, 126–134. https://doi.org/10.1016/j.lindif.2017.01.024

Stasielowicz, L. (2019). Goal orientation and performance adaptation: A meta-analysis. Journal of Research in Personality, 82, 103847. https://doi.org/10.1016/j.jrp.2019.103847

Steinmayr, R., Bipp, T., & Spinath, B. (2011). Goal orientations predict academic performance beyond intelligence and personality. Learning and Individual Differences, 21(2), 196–200. https://doi.org/10.1016/j.lindif.2010.11.026

Sonnentag, Sabine, and Michael Frese. Performance concepts and performance theory. Psychological management of individual performance 23.1 (2002): 3-25. DOI: 10.1002/0470013419.ch1

Sugiyono. (2013). Statistika untuk Penelitian. Penerbit Alfabeta Bandung

VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995–1015. https://doi.org/10.1177/0013164497057006009

Vandewalle, D., Nerstad, C. G. L., & Dysvik, A. (2019). Downloaded from www.annualreviews.org Access provided by Swinburne University of Technology on11/26/18. For personal use only. Annu. Rev. Organ. Psychol. Organ. Behav, 6, 17–18. https://doi.org/10.1146/annurev-orgpsych-041015

Zweig, David, and Jane Webster. "What are we measuring? An examination of the relationships between the big-five personality traits, goal orientation, and performance intentions." Personality and individual differences 36.7 (2004): 1693-1708.


Refbacks

  • There are currently no refbacks.