Abstract
In the midst of increasing academic pressure, the subjective well-being of high school students tends to decline as they undergo the school years. In this regard, measuring subjective well-being in specific contexts is necessary to ensure thorough and accurate information that better represents their situation. For this purpose, the study uses subjective well-being in school, which consists of school satisfaction, positive affect, and negative affect. Out of the variables that correlate to subjective well-being in school, achievement goal orientation needs more attention. Thus, the study examines the effects of each type of goal orientation on subjective well-being in school using a 2 × 2 framework. Based on linear regression analysis, mastery-approach goal, performance-approach goal, and performance-avoidance goal have a significant effect on the subjective well-being of 11th-grade high school students in school. However, the opposite is true for the mastery-avoidance goal. The research supports previous research and provides broad information about achievement goal orientation as described by the 2 × 2 framework.
Highlights
I n Indonesia, high school students face various academic demands throughout the academic year
Keywords Achievement goal orientation, adolescent, high school student, subjective well-being in school
School satisfaction and negative affect are two components of subjective well-being in school
Summary
I n Indonesia, high school students face various academic demands throughout the academic year. The implementation of the 2013 Curriculum (K-13) encourages students to be independent in terms of their studies and strike a balance between soft and hard skills (Asari, 2014) They must prepare for enrollment in college as early as the first year of high school with a focus on academic achievement. Amid the demands that high school students face, they must maintain constant academic achievement They are under academic pressure placed by high curriculum standards and more frequent exams (Liu et al, 2016). One of such factors is the manner in which students guide their behavior to pursue an achievement. This tendency is termed achievement goal orientation. Tian, Yu, and Huebner (2017) reported that the type of achievement goal orientation influences subjective well-being in school
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