Purpose

This study aims to examine how students with different goals differ in their subjective well-being, including academic self-efficacy (ASE) and affect at school (AAS). There are four goal orientations that motivate students to achieve academic performance. Therefore, this study examined the relationship between the four dimensions of achievement goals (AGs), ASE and AAS. It also examined five relationship models between these variables.

Design/methodology/approach

This study was conducted using a survey method with a questionnaire on 516 students at several private universities in Yogyakarta who have been studying for at least two years. After testing the validity and reliability of the measurements, correlation testing was conducted to determine the relationship between the two variables. Furthermore, testing of the five relationship models was conducted using structural equation modeling (SEM) with a two-step approach.

Findings

The findings showed that each goal was directly related to students' well-being with a diverse relationship nature. Furthermore, mastery-approach goals (MApGs) were the types that most consistently have a positive effect on students' well-being. Also, performance-avoidance goals (PAvGs) consistently and negatively affected students' well-being, while performance-approach goals (PApGs) produced various influences and relationships. In addition, mastery-avoidance goals (MAvGs) are among the four AGs that still need to be studied, especially in educational settings. This is because they had no effect on ASE either directly or indirectly.

Research limitations/implications

The limitation of this study was using cross-sectional data and self-report in data collection. Furthermore, the respondents were limited to private university students, and they were few in number.

Practical implications

MApGs had a positive effect on ASE and AAS, while PAvGs can reduce ASE and cause negative effects. Therefore, higher institutions in Indonesia need to provide a curriculum that can increase students' curiosity, creativity and involvement in the learning process. This will make them confident in their abilities and have a positive attitude in school and the society. Also, this study showed that a PApG is not a negative goal because it can increase students' confidence in their abilities. This competency feeling needs to be fostered because it encourages them to increase knowledge and learning content, as well as increase their positive effects.

Originality/value

This paper addressed the need to understand how to generate and increase students’ motivation.

中文翻译：

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成就目标如何影响学生的幸福感以及成就目标、学业自我效能和在校影响之间的关系模型

目的

本研究旨在检验具有不同目标的学生在主观幸福感方面的差异，包括学业自我效能感 (ASE) 和在校影响力 (AAS)。有四个目标导向可以激励学生取得学业成绩。因此，本研究考察了成就目标（AGs）、ASE 和 AAS 四个维度之间的关系。它还检查了这些变量之间的五个关系模型。

设计/方法/方法

本研究采用调查方法对日惹几所私立大学的 516 名学生进行了问卷调查，这些学生已经学习了至少两年。在检验测量的有效性和可靠性后，进行相关性检验以确定两个变量之间的关系。此外，使用结构方程建模 (SEM) 和两步法对五种关系模型进行了测试。

发现

研究结果表明，每个目标都与学生的幸福感直接相关，并且具有不同的关系性质。此外，掌握方法目标 (MAPGs) 是对学生的幸福感最持续产生积极影响的类型。此外，绩效回避目标（PAvGs）始终对学生的幸福感产生负面影响，而绩效接近目标（PApGs）产生各种影响和关系。此外，掌握避免目标 (MAvG) 是仍需要研究的四个 AG 之一，尤其是在教育环境中。这是因为它们对 ASE 没有直接或间接的影响。

研究限制/影响

本研究的局限性在于在数据收集中使用横断面数据和自我报告。此外，受访者仅限于民办大学生，人数很少。

实际影响

MApGs 对 ASE 和 AAS 有积极影响，而 PAvGs 可以降低 ASE 并造成负面影响。因此，印度尼西亚的高等院校需要提供能够提高学生好奇心、创造力和参与学习过程的课程。这将使他们对自己的能力充满信心，并对学校和社会保持积极的态度。此外，这项研究表明，PApG 并不是一个消极的目标，因为它可以增加学生对自己能力的信心。需要培养这种能力感，因为它鼓励他们增加知识和学习内容，并增加他们的积极影响。

原创性/价值

本文讨论了了解如何激发和提高学生积极性的必要性。