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

Abstract

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.