THE RELATIONSHIP AMONG GOALS, LEARNING STRATEGIES, AND SELF-EFFICACY BELIEFS. STRUCTURAL MODELING APPROACH

Abstract

Background - Learning is a necessity for everyone, including employees. Many employees in Indonesia choose to continue their studies for self-development. This is inseparable from the learning strategy chosen. Aims - This study aims to investigate the relationship between the three models of achievement goals, learning strategies, and self-efficacy beliefs. Methods - Correlation analysis for testing the relationship between variables in accordance with the study hypothesis was carried out after the questionnaire was declared valid and reliable. A SEM with a two-step approach was used to test the relationship model simultaneously. Sample - The study was conducted with 506 university working students participating in undergraduate programs in economics and business in Indonesia using a survey questionnaire. Results - The model that was found to be the most appropriate was self-efficacy beliefs, which mediated the relationship between achievement goals and learning strategies. The mastery approach was a dimension of achievement goals that consistently and positively influenced each other with deep learning strategies and self-efficacy beliefs. The beliefs also consistently and negatively influenced each other with surface learning strategies. Conclusions - The result indicated a consistent relationship and influence between mastery goals, deep learning strategies, as well as self-efficacy beliefs or between performance-avoidance goals, surface learning strategies, and self-efficacy beliefs. Implications - This study also strengthened the understanding that individuals with high self-efficacy beliefs have a goal to outperform their peers but are inconsistent in the selection of strategies.