Analysis of Goals, Metacognition and Academic Achievement

Students’ of Muhammadiyah Malang University

Fidrayani

, Fauzan, Desi Nahartini

, Atik Yuliani

and Asep Ediana Latip

Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University (UIN) Jakarta

Keywords: goals orientation, metacognition, academic achievement

Abstract: This study was examined the relationship between goals orientation, metacognition, and academic

achievement. This research is a quantitative design which 263 students. Instrument using Goals Inventory,

Metacognitive Awareness Inventory (MAI). They were asked about goals achievement, mastery goals and

performance goals, and demographic factors (age, graduated, sex). The relationship between the mastery

goals was related with metacognition but unrelated with the academic achievement. The performance goals

were related to academic achievement directly. The relationship between goals orientation with academic

achievement unpredicted, because of the teacher have to improve the students with the other strategy can

achieve the academic result

1 INTRODUCTION

Academic achievement is an important thing to

be achieved by the students, this was due to the

acquisition of achievement of student learning

outcomes achieved during a certain period.

Achievement is a special level of success to learn

tasks or a certain level of expertise in school

assignments or academic. In education or academic,

achievement is a special level of expertise in the

acquisition or the results of academic work is

assessed by teachers, through the tests that have

been standardized, or through a combination of these

two things (Chaplin, 2006). Academic achievement

is a measurement obtained from formal education

which is called by the test results, rankings, and the

average (Laurens & Vimala, 2012).

The first year at college is a critical transition

period for the students because of this age student

persistence and success laid the foundation for their

further academic standards. GPA (grade point

average) in the first semester of the first year is one

of the factors most responsible for the graduation

College (Aboma, 2009). In addition to cognitive

abilities, non-cognitive ability is an important

contributor, so it is not enough to get to know

students solely based on academic merit. Cognitive

factors usually refer to measurements such as high

school rank and standardized test scores while non-

cognitive measurements related to psychological

factors, such as social support and skills related to

the academic (Aboma, 2009).

Earned GPA on track different admissions,

students who enter via the pathway SMPB have a

higher GPA, but has a completion period of study is

longer. Research on GMU student admissions

through three channels, Students Admissions (SA),

Written Test (WT) and High Yield Clone (HYC)

indicates that the GPA of students who entered

through the SA higher than WT and HYC. Also

found are that the student through the HYC has a

study period that is shorter than the path WT and SA

(Ningrum, Widyobroto, Martani, 2013).

Factors that affect the low academic

achievement among demographic factors (Casanova,

García-Linares, de la Torre and de la Villa Carpi,

2005; Ray, 2010; O'Sullivan, 2009), intelligence

(Deary, Strand, Smith and Fernandes , 2007),

behavioral characteristics (Ergul, 2004; Lane,

Barton-Arwoo, Nelsonz, & Wehby, 2008), and

psychological factors, namely (Erdogan, Bayram,

and Deniz, 2008; Olatunde, 2009), self-esteem

(Lockett & Harrell, 2003; Schmidt and Padilla,

2003), self-efficacy (Ferla, Valcke & Cai, 2009;

Onyeizugbo, 2010) and self-concept (Holliday,

2009).

Academic achievement on the gender differences

are also different (Eitle, 2005). Women showed

better performance than men (Chambers &

1248

Fidrayani, ., Fauzan, ., Nahartini, D., Yuliani, A. and Latip, A.

Analysis of Goals, Metacognition and Academic Achievement Students’ of Muhammadiyah Malang University.

DOI: 10.5220/0009925712481256

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1248-1256

ISBN: 978-989-758-458-9

Schreiber, 2004). Demographic factors such as

gender, ethnicity and father's occupation is a

significant contributor to academic achievement

(McCoy, 2005; Peng & Hall, 1995).

The same is confirmed by Abesha (2012) that

academic achievement is influenced by the style of

parenting, self-efficacy and achievement motivation.

By using path analysis revealed that parenting style,

a cognitive social model of achievement show a

good model to empirical data among all the samples,

both men and women. Research conducted in

Ethiopia revealed that parenting style turned out to

give a positive direction and significant effect on

students of female sex and not on the male gender.

Environmental and personal characteristics play

an important role in student achievement. School

staff, family members, and community to provide

assistance and support to the quality of academic

performance. Social assistance has an important role

in achieving the goal of student performance schools

(Goddard, 2003). In addition, the social structure,

parental involvement in children's education

increases the academic achievement of their children

(Furstenberg & Hughes, 1995).

Krashen (2005) concluded that students with

highly educated parents have a high value on

standardized tests than students whose parents are

not educated. Educated parents are able to

communicate better about school work, activities

and important information learned in school

(Fantuzzo & Tighe, 2000).

Academic achievement is closely related to the

student's ability to know his way of thinking itself.

The ability to know how to think is called

metacognition. Kemal (2010) affirms that

consciousness metacognition and learning strategies

are important factors to the success of a student's

academic, added also that consciousness

metacognition is a positive predictor of the academic

success.

Metacognition awareness of every individual is

seen as an important factor in learning through the

span of human life, creativity, and critical thinking,

and build self-confidence (Memnun and Akkaya,

2009). Metacognition obtained human consciousness

through the process of environmental and internal

potential.

Metacognition awareness is the ability to reflect

on how to think and use problem-solving skills in

dealing with learning difficulties (Joseph, 2010). As

confirmed by Schraw and Dennison (1994) that

metacognitive awareness is the ability to plan,

organize, and monitor learning that directly

improves academic performance. Students with

good metacognitive awareness will be easier to

regulate and monitor their lesson, they have the

ability to provide critical information and apply

learning strategies to solve any problem with ease.

Simsek and Balaban (2010) found a positive

correlation and significant contributions between use

learning strategies to the level of a student's

academic performance. Even research Cho and Ahn

(2003) also found similar results, the results

indicated that when using more strategies in

learning, it will be more successful.

Young and Fry (2008) conducted a study to test

the metacognitive awareness of students with GPA

measured at the beginning of the semester and the

final semester. The results show that there are

significant differences, this was due to the end of the

semester students are already capable of using

metacognitive awareness well through interventions

learning strategies.

Nosratinia, Saveiy, and Zaker (2014) examined

the relationship between metacognitive awareness,

self-efficacy, and learning strategies in 150 college

students who study English in Iran. The results show

that there is a significant relationship between self-

efficacy and metacognitive awareness, self-efficacy

and learning strategies, as well as between

consciousness metacognition and learning strategies.

The research was conducted by Sperling, Howard,

Miller & Murphy (2002) examined the elementary

school students' metacognition is based on

observations of teachers to student learning

outcomes. The results found that the assessment of

students' metacognition varies by age. The higher

the grade and age of the student, the higher

metacognition owned.

Coutinho (2007) conducted a study to examine

the relationship between goals, metacognition and

academic success of the students. The result is that

students who have a primary goal in learning will

increase academic success. Students who have the

primary goal in the study also had a good

metacognition thus increasing academic success.

When students are in the learning environment,

they have a learning goal refers to goal achievement.

Dweck (1999) states that the purpose of achievement

is the results obtained by students in the learning

environment. achievement goal consists of two main

types, namely mastery objectives and performance

objectives People with performance goals to

encourage students to focus on the outcome or value

and avoid a negative assessment of their

competence. While the objective of the control is the

people who are happy with a challenging task and

able to survive in a difficult situation.

Analysis of Goals, Metacognition and Academic Achievement Students’ of Muhammadiyah Malang University

1249

Interest mastery and performance is a

multidimensional construct of motivation. The goal

provides the framework through a wide variety of

behavioural, cognitive, and effective (Ames, 1992).

For example, researchers who are in the scope of the

laboratory and the classroom setting found that

students with the aim of showing the variation

control of adaptive behaviour and attitudes larger but

does not look at all students. Students with the goal

of mastering looking for ways to develop their skills

through new skills and knowledge to overcome the

difficulties and problems that are difficult.

Adoption of the control objectives associated

with the completion of the study. At the college

level, this translates into a good exam and levels

semester termed GPA (Academic Performance

Index). Expectations for the students with the aim of

mastering an understanding, the ability to connect

the old with the new information, set goals, using

elaboration and adaptive strategies techniques other

than the students who have performance goals

(Pintrich, Zusko, Schiefele & Pekrum, 2001).

Research conducted Cautinho (2007) concluded

that students who have the objective of the control

and metacognition which can improve academic

achievement. Despite this performance, goal has no

relationship to academic success. Both can occur or

exist on the student or one of them.

The research problem is formulated as follows:

1) What is the objective of the control through

metacognition significant effect on academic

achievement, 2) What is the purpose of performance

through metacognition significant effect on

academic achievement, 3) What is the purpose of

mastery and performance goals through

metacognition jointly significant effect on academic

achievement. The purpose of the study as follows: 1)

knowing whether the objective of the control

through metacognition significant effect on

academic achievement, 2) to determine whether the

performance goals through metacognition significant

effect on academic achievement, 3) to determine

whether the control objectives and performance

goals through metacognition jointly significant

effect on academic achievement.

Academic achievement is defined as an

achievement in all academic disciplines, in the

classroom as activity curricular. Include the

achievement of which is supported by the behavior,

confidence, communication skills, time discipline,

art, culture, and everything that can be achieved only

when a person in a state able to set well. Trow

(1956) defines academic achievement as the ability

to acquire knowledge or level of competence in

school work which is usually measured by standard

tests and expressed in class or student performance.

Good (1959) refers to academic achievement as

embodied knowledge or skills developed from

school lessons designed to test scores and checked

by the teacher. Mehta (1969) defines academic

achievement as academic performance or curricular

and non-curricular student. This indicates the student

learning outcomes. In the classroom, the students

showed their potential by efficiently, as a result of

learning. Learning outcomes change the behavior

patterns of students.

Orientation Objectives

Goal orientation theory states that when students

participate in class, they are trying to achieve one or

more goals (Ames & Archer, 1988; Dweck &

Leggett, 1988). Two main objectives namely: the

control objectives and performance goals. Students

who adopt a mastery goal was more interested in

learning materials in the classroom and trying to

master the material taught what (Ames, 1992;

Dweck & Leggett, 1988). Students who pursue

performance goals are more interested in

demonstrating their competence, especially to

another friend (Dweck & Leggett, 1988). Interest

mastery and performance is a multidimensional

construct of motivation. By him, the objective of

setting up a framework through a variety of

behavioral, cognitive, and affective responses are

supported and directed (Ames, 1992; Dweck &

Leggett, 1988).

Metacognition is generally defined as an activity

to monitor and control the person's cognition.

Further, he said that what we know about the

process of cognition and how a person uses the

process in order to learn and remember (Ormrod,

2004). Researchers then split into two sub-

components metacognition, metacognitive

knowledge, and metacognitive regulation. The two

sub-components are related to each other (Brown,

1987;Flavell, 1987; Schraw and Dennison, 1994).

Metacognitive knowledge can be described as

what we know about cognitive processes.

Declarative, procedural, and conditional knowledge

is part of the sub-components of metacognitive

knowledge (Schraw & Moshman, 1995). Declarative

knowledge includes what we know about how we

learn and what it does when we learn. Procedural

knowledge is knowledge about learning differences

and strategies memory or procedures are best for

anyone. Conditional knowledge is knowledge about

the condition when someone implements a variety of

cognitive strategies. Overall, cognitive knowledge

refers to what we know about how to learn, what we

ICRI 2018 - International Conference Recent Innovation

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know about the procedures and the most effective

strategy for us and what we know about the

conditions in which a variety of highly effective

cognitive activity (Schraw and Moshman, 1995).

Metacognition refers to a person's consciousness

about knowledge, what is known or not, and a

person's ability to understand, control, and

manipulate cognitive processes (Meichenbaum,

1986). This includes knowledge of when and where

to use learning strategies and solve problems as well

as possible by using these strategies. Metacognition

is the ability to use existing knowledge to devise a

strategy in learning a task, take the appropriate steps

to resolve the problem, reflect and evaluate the

results of modifying the learning approach is

needed.

Pugalee (2001) states that metacognition is

important to ensure the knowledge and the right

strategy to solve a problem. In other words, students

who use metacognition can explain how they think

to solve the problem. Larkin (2000) further revealed

that metacognition is important to develop learning

and critical thinking. In a quality learning

environment, students should be able to learn how to

learn, how to remember, and effective learning how

to control and direct their own learning (Loyens,

Magda & Rikers, 2008).

2 THE RELATIONSHIP

BETWEEN MASTERY

OBJECTIVES,

METACOGNITION, AND

ACADEMIC

Academic achievement is a predictor of

academic achievement. Landine & Stewart (1998)

examined 108 students in grade 12 results indicate a

significant positive relationship between

metacognition, motivation, the locus of control, self-

efficacy and academic achievement. Young and Fry

(2008) result is a significant relationship between

consciousness metacognition with achievement in

the final year students or who have had a longer

learning process. Metacognition awareness directly

improves academic performance (Schraw and

Dennison, 1994).

Interest mastery and performance demonstrating

the important role of academic achievement. Dweck

(1999) revealed that the effects of this goal are to

change and strengthen during times of stress or

challenge. Hayert and O'Dell (2004) examined the

relevance of goal achievement in test conditions, see

what happens in the next exam after a failure. The

result is that students who use the object of the

control gain increased fifteen points at the next

exam, while students with performance goals

decreased by ten points. Not just a different pattern

on goal orientation, but it is very strong and

consistent influence achievement.

Students with mastery goal have metacognition

better and become better learners than students with

performance goals (Young & Fry, 2008). Students

with performance objectives do not enjoy the fruits

of academic achievement even though they are

trying so hard to get it. The conceptual framework

has shown by the Figure 1.

Figure 1. Relationship between goals,

metacognition, and academic achievement

The figure 1. clearly shows that the objective of

the control has a correlation with academic

achievement but through metacognition. The

objective of the control is a predictor of academic

achievement of students. Students with good

metacognition predicted to get a good academic

record. At the level of the students need to be

conducted this research because it can be used to

provide supplies to the students how to use

metacognitive strategies to get better learning results

(Coutinho, 2007).

2.1 Methodology

The approach used in this study is the

quantitative approach. Respondents are sixth

semesters of undergraduate students of psychology

faculty of UMM. Students are taken to be the

respondent is taken from the total number of class

members. Subject amounted to 263 people (72 men,

191 women). Students who participated were

members of the class overall. The age range between

19-26 years (M = 20.69, SD = .913). Characteristics

of the study subjects are presented in table 1.

Analysis of Goals, Metacognition and Academic Achievement Students’ of Muhammadiyah Malang University

1251

Table 1.

Subject charge sheet containing data on

demographics (age, gender, ethnicity) and grade

point average. It aims to reveal some aspects of

demography and get the GPA which is the

dependent variable.

The research instrument to reveal the purpose of

achievement are Goals Inventory (Roedel, Schraw &

Plake, 1994) consists of 12 items that measure the

objective of the control and 5 items. Goals Inventory

measure two aspects, namely the objective of the

control and performance goals. Subjects answered

the statement by writing the number 1 (strongly

disagree) to point 5 (strongly agree). On the

objective of the control, a high score indicates a high

ability students to master what they learned, while in

the performance goals, the high score indicates low

levels of student performance. Examples of items

about the objective of the control: I liked the school

a challenging task. Example question the purpose of

performance: I'm glad people think that I know a lot.

Test subjects were 60 respondents. The results of

trials in Malang as many as 60 people obtained the

consistency alpha of 0.749.

2.2 Instruments

The research instrument used to reveal the

students are metacognitive awareness Awareness

Inventory (MAI) (Schraw, G. & Dennison, RS

(1994), which consists of 52 items and statements

using a Likert scale of 1-5. Subjects answered the

statement by writing the number 1 (strongly

disagree) to point 5 (strongly agree). Scores MAI is

in the range of 52-260. a high score indicates high

awareness of metacognition. Example question of

item scale: I set the speed of learning so that I have

enough time to learn. Research Hidayet, Ozgan, and

Bulent Dos (2010) obtained a value of α = .962 and

reliability value of α = .944. the results of trials in

Malang as many as 60 people obtained the

consistency alpha of 0.935.

2.3 Data Analysis

This study uses regression analysis to analysis

the strength of the relationship, showing the

direction of the relationship, predict and minimize

the deviation between the actual value and the

estimated value of the dependent variable and

independent variables.

3 RESULT AND DISCUSSION

Comparing the empirical mean value (46.97) and

the mean hypothetical (36) on the objective of the

control can be seen that the objective of the control

is in the very high category. In the performance goal

empirical mean value (18.45) is greater than the

hypothetical mean value (15) this indicates that the

purpose of the performance in the high category. In

meta-cognition empirical mean value (204.04) is

higher than the hypothetical mean value (156) this

shows that metacognition is at the very high

category.

F-test or ANOVA, F count values obtained $

5.25, meaning that the objective of the control

relationship and metacognition has a significant

positive relationship to academic achievement, it

explains that the higher the objective of the control

mediated by metacognitive the higher academic

achievement. The correlation coefficient .197 means

that there is a strong relationship between the

objective of the control and metacognition to

academic achievement. Subsequently found the r2

value of .039, demonstrating mastery goal

contributes 3.9% to academic achievement, while

the rest influenced by other factors. Are presented in

table 3.

Table 2: Model variables influence mastery purpose,

performance goals, metacognition to academic

achievement.

ICRI 2018 - International Conference Recent Innovation

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Table 3: Correlation table

The objective of the control and performance

goals have a weak correlation (r = .23, p = 000) this

suggests that the objective of the control and

performance goals is something that stands alone

and students who have a high mastery goal has

lower performance goals. Interest mastery has a

strong correlation with metacognition (r = .60, p =

.000) compared to the performance objectives (r =

.23, p = .000). This indicates that students who have

a good metacognition also have a good mastery

destination where students with high-performance

goals do not necessarily have a good metacognition.

Interest mastery correlated with GPA (r = .14, p =

.023) compared to the performance objectives that

do not have a significant relationship with the GPA

(r = .16, p = .010). It means that on a weak

connection, students who have a good mastery of the

destination also has a good GPA although we cannot

predict that a student GPA is determined by the

strength or weakness of performance goals. The

latter, metacognition has a weak correlation to the

GPA (r = .19, p = .001), indicating that it is difficult

to conclude that either students or less metacognition

have a good GPA.

In the regression analysis is used to determine

significant correlations and determining the GPA

predicted value of the objective of the control,

performance goals, and metacognition. Usefulness

regression to predict the future GPA. For example, if

metacognition is an important predictor of GPA,

then we can classify the GPA of students who

completed metacognition same scale, it is assumed

that metacognition remained stable. Regression is

also used to test the mediation which variable or

variables that affect other mediating variables.

Results are presented in Table 2.

If the purpose of mastery and metacognition

tested simultaneously, the result is objective of the

control was not significant (t = .64) greater than the

significance level of 5% and metacognition

significant value, then the variable metacognition

actually serves as a moderator variable, but if the

goal mastery and metacognition significantly, the

independent variables metacognition is not a

moderator. On testing variables and variable

performance goals metacognition together to

variable academic performance, the significant value

of the variable performance goals above 5% then the

variable metacognition also serves as moderator and

not the independent variable. The test is jointly

variable mastery purpose, performance goals,

metacognition, and academic achievement, and it

turns out the significant value of interest mastery

and performance goals greater than 5% and in

academic achievement variable significance value

below 5%. The regression analysis to test the

mediating effect on the relationship between

metacognition mastery objectives and performance

goals. Interest mastery positive effect on

metacognition β = 2.92 p = 0.000. The relationship

between the objective of the control and the index is

not significant with metacognition in the equation,

indicating partial models. Performance goals are not

related to GPA β = 0:04, p = 0.008 and no mediator.

4 CONCLUSIONS

The study examined the relationship between

mastery purpose, performance goals, metacognition,

and achievement that is the value grade point

average (GPA). Previous research shows that the

conflict between the relationship of performance

goals with academic performance which is

mentioned in some research that there is no

relationship between performance goals with the

performance itself (Butler, 1993; Buton, Mathieu,

and Zajac, 1996) whereas some other studies state

that students with goal-oriented performance in itself

could do with a good performance (Elliot & Church,

1997; Midleton & Midgley, 1997). The conclusion

from this study support previous research that found

no relationship between performance goals with the

GPA.

Students with the goal of mastering thinking

about metacognition good, and being good learners

compared with students who are concerned with

performance objectives (Young & Fry, 2008).

Students with performance goals are not enjoying

the fruits of their academic achievement even though

they may work hard to get good results. Students

should be encouraged to adoption mastery-oriented

learning approach. Students tend to be driven by

performance goals will benefit from the training that

is associated with the goal of mastery and

metacognition.

Several studies have shown that metacognition

skills can be taught to the students to improve their

learning. Jayapraba (2013) studied the effect of

metacognitive and cooperative learning strategies to

improve academic achievement in science subjects.

The results found that metacognitive strategies very

effective in improving academic achievement.

Analysis of Goals, Metacognition and Academic Achievement Students’ of Muhammadiyah Malang University

1253

Multi-regression analysis showed a significant

relationship between consciousness metacognition

and academic achievement. Teachers can adopt

metacognitive learning in the classroom so that

students learn more efficiently and improve

academic achievement.

Weaknesses were found in this study were

participants reported how they felt about the purpose

and metacognition, not what is really their goal or

metacognition, which may be different. Participants

also reported their GPA and the GPA cannot be

verified. Other deficiencies found in this study is the

use of the CPI to measure academic achievement

instead of learning achievement. CPI measure

performance in the classroom compared to learning.

Therefore, doing the same research to measure

learning outcomes compared with GPA may be

given a deeper insight.

One other limitation of this study was the use of

a survey method where it is difficult to determine

cause and effect relationships. It is difficult to

determine whether the destination mastery causes a

good GPA or if a good GPA through several

semesters due to good governance objectives. The

causal link may be seen in other research settings,

such experiments as taught how mastery lessons and

use metacognition well which can increase the GPA.

Characteristics of participants in the study also

restrict this research, which means that the results

obtained in scope and limited space. The different

results might be obtained in different contexts.

Finally, the students in the classroom may have

performance objectives since they can be through

one semester well. The possibility of students using

a strategy of performance goals to meet the

performance requirements although they may use

the objectives required mastery in setting good

learning outcomes is not a good GPA. Further

research may be required to test environments where

performance objectives play the little role and more

emphasis on the learning environment and use the

information obtained.

The study aimed to test the mastery purpose,

performance goals, metacognition, and academic

achievement. Participants fill out an instrument that

contains data about goal achievement,

metacognition, and GPA as well as demographic

data (age, gender, and ethnicity). The results show

that the objective of the control is not associated

with a GPA while performance objectives associated

with GPA. This indicates that there is not a clearer

picture of the relationship between the objective of

the control of academic achievement, making it

difficult to ascertain that students with good

metacognitive also affect academic achievement.

Students who prefer the performance objectives

without understanding the information they can also

be a good result.

A study conducted by Camalahan (2006) found

that student achievement can be improved when

students are given the opportunity to organize

themselves and explicitly teach metacognitive

learning strategies. Metacognitive skills directly

affect the learning behavior and its consequences

have an effect on learning outcomes. Veenman

(2008) estimate that metacognitive skills contributed

40% to the variation in learning outcomes of some

completion tasks. The findings Landine & Stewart

(1998) also recommends to the teacher or school

counselor to use metacognitive strategies as

components in primary school teaching students

how to analyze their task, how to monitor and decide

how good resolution.

Jayapraba (2013) emphasized the importance of

classroom situations that support the use of

metacognition strategies. Teachers should have

awareness of metacognition first before teaching the

students. Provide wider opportunities for students to

practice strategies and metacognition are supported

by teachers. Feedback on the results of the practice

student needs to be given so that they understand

how the metacognitive strategies are necessary to

improve academic achievement. Leat and Lin (2003)

states that the role of teachers in the learning

metacognitive including stimulation of teaching

strategies, divide the class into groups or

individually, encourage students to ask questions,

bringing together ideas, encourage and guide the

discussion, the students explain their answers, give

feedback, establish connections between students,

and communicate the learning objectives. In short,

teachers can use some of the metacognitive

strategies to enhance student learning.

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