Navigating Academic Self-Concept via Social Comparison : The Moderating Impact of Achievement Goals Among Students
This study aims to analyze the role of Achievement Goals as a moderator in the relationship between upward social comparison and academic self-concept among college students. The research method used a correlational quantitative with a cross-sectional design. Using convenience sampling, a total of 1...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
LPPM Universitas Pendidikan Mandalika
2024-12-01
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| Series: | Jurnal Kependidikan |
| Subjects: | |
| Online Access: | https://e-journal.undikma.ac.id/index.php/jurnalkependidikan/article/view/13402 |
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| Summary: | This study aims to analyze the role of Achievement Goals as a moderator in the relationship between upward social comparison and academic self-concept among college students. The research method used a correlational quantitative with a cross-sectional design. Using convenience sampling, a total of 111 freshmen participants were obtained from an online questionnaire. PROCESS Model, 14 Hayes tested moderating effects across mastery and performance goals with approach-avoidance dimensions. Results showed no overall moderating effect of mastery or performance goals. However, performance-avoidance goals intensified the negative impact of upward social comparison on academic self-concept at low to moderate levels, while performance-approach and mastery goals had no significant effects. These findings suggest that students with performance-avoidance goals are more vulnerable in competitive settings, underscoring the need for targeted support to enhance academic self-concept across goal orientations. |
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| ISSN: | 2442-7667 |