Navigating Academic Self-Concept via Social Comparison : The Moderating Impact of Achievement Goals Among Students

Authors

  • Amalia Fathiyah Zulfa Faculty of Psychology, Universitas Indonesia, Indonesia
  • Wuri Prasetyawati Faculty of Psychology, Universitas Indonesia, Indonesia

DOI:

https://doi.org/10.33394/jk.v10i4.13402

Keywords:

Academic Self-Concept, Mastery Goals, Performance Goals, Social Comparison, College Student.

Abstract

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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Published

2024-12-21

How to Cite

Zulfa, A. F., & Prasetyawati, W. (2024). Navigating Academic Self-Concept via Social Comparison : The Moderating Impact of Achievement Goals Among Students. Jurnal Kependidikan, 10(4), 1329–1340. https://doi.org/10.33394/jk.v10i4.13402

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Vol. 10 No. 4 (2024): December

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