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The Relationship Between Goal Orientation and Student Engagement in Classroom Guidance Services Among Vocational High School Students in South Semarang

Journal of Values and Character in Counseling · Vol. 1 No. 1 (2025) · hlm. 18–25

ISSN
3163-5954, 2774-633X
Terbit
2025-06-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aimed to examine the relationship between goal orientation and student engagement in classical guidance services among vocational high school students in the South Semarang region, Indonesia. Specifically, the study described the levels of students’ goal orientation and engagement and investigated the relationships between mastery goal orientation, performance goal orientation, and student engagement. The study employed a quantitative ex post facto correlational design. A total of 317 students were selected from a population of 3,357 students using cluster sampling techniques. Data were collected using the Goal Orientation Scale and the Student Engagement Scale. Quantitative descriptive statistics and multiple regression analysis were utilized to analyze the data. The findings revealed that students’ goal orientation was categorized as moderate, whereas student engagement was categorized as high. Inferential statistical analysis demonstrated a significant positive relationship between goal orientation and student engagement in classical guidance services (R =.779, F = 242.975, p <.01). Furthermore, mastery goal orientation showed a strong positive relationship with student engagement (β =.779, t = 22.079, p <.01), while performance goal orientation also significantly predicted student engagement (β =.329, t = 6.194, p <.01). The findings indicate that students with stronger goal orientation tendencies, particularly mastery goal orientation, are more likely to actively engage in classical guidance activities. Therefore, school counselors are encouraged to develop guidance services that foster both mastery and performance goal orientations to enhance student engagement and improve the effectiveness of classical guidance programs.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jvcc/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Relationship Between Goal Orientation and Student Engagement in Classroom Guidance Services Among Vocational High School Students in South Semarang</dc:title>
	<dc:creator xml:lang="en">Naufalia, Salisi</dc:creator>
	<dc:creator xml:lang="en">Andriyani, Ayu</dc:creator>
	<dc:creator xml:lang="en">Maria Teresa Sri Hardathi</dc:creator>
	<dc:subject xml:lang="en">goal orientation</dc:subject>
	<dc:subject xml:lang="en">student engagement</dc:subject>
	<dc:subject xml:lang="en">classroom guidance services</dc:subject>
	<dc:subject xml:lang="en">vocational high school students</dc:subject>
	<dc:subject xml:lang="en">school counseling</dc:subject>
	<dc:description xml:lang="en">This study aimed to examine the relationship between goal orientation and student engagement in classical guidance services among vocational high school students in the South Semarang region, Indonesia. Specifically, the study described the levels of students’ goal orientation and engagement and investigated the relationships between mastery goal orientation, performance goal orientation, and student engagement. The study employed a quantitative ex post facto correlational design. A total of 317 students were selected from a population of 3,357 students using cluster sampling techniques. Data were collected using the Goal Orientation Scale and the Student Engagement Scale. Quantitative descriptive statistics and multiple regression analysis were utilized to analyze the data. The findings revealed that students’ goal orientation was categorized as moderate, whereas student engagement was categorized as high. Inferential statistical analysis demonstrated a significant positive relationship between goal orientation and student engagement in classical guidance services (R = .779, F = 242.975, p &amp;lt; .01). Furthermore, mastery goal orientation showed a strong positive relationship with student engagement (β = .779, t = 22.079, p &amp;lt; .01), while performance goal orientation also significantly predicted student engagement (β = .329, t = 6.194, p &amp;lt; .01). The findings indicate that students with stronger goal orientation tendencies, particularly mastery goal orientation, are more likely to actively engage in classical guidance activities. Therefore, school counselors are encouraged to develop guidance services that foster both mastery and performance goal orientations to enhance student engagement and improve the effectiveness of classical guidance programs.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jvcc/article/view/13929</dc:identifier>
	<dc:source xml:lang="en">Journal of Values and Character in Counseling; Vol. 1 No. 1 (2026); 18-25</dc:source>
	<dc:source>3163-5954</dc:source>
	<dc:source>2774-633X</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jvcc/article/view/13929/9238</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Values and Character in Counseling</dc:rights>
</oai_dc:dc>