Abstract
The focus of the current study is to examine the nature of the relationship of goal orientation with psychological birth order. Likewise, it also looked into the ability of psychological birth order to influence the endorsement of achievement goals (mastery-approach and avoidance; performance- approach and avoidance). A total of 220 high school students engaged in shadow education answered the White-Campbell Psychological Birth Order Inventory (PBOI) and the Achievement Goal Questionnaire (AGQ). Based on the regression analysis performed, only the pairing of psychological birth order and performance-approach is significant while those of psychological birth order, mastery-approach, mastery-avoidance, and performance-avoidance are not significant. Further analysis revealed that those who are psychologically firstborns tend to endorse the mastery-approach goal orientation while those who are psychologically youngest or lastborn endorses mastery-avoidance.
Bahasa Abstract
Fokus dari penelitian ini adalah untuk menguji sifat hubungan orientasi tujuan dengan urutan kelahiran psikologis. Demikian juga, itu juga melihat ke dalam kemampuan urutan kelahiran psikologis untuk mempengaruhi pengesahan tujuan pencapaian (penguasaan-pendekatan dan penghindaran; kinerja-pendekatan dan penghindaran). Sebanyak 220 siswa sekolah menengah yang terlibat dalam pendidikan bayangan menjawab Inventarisasi Kelahiran Psikologis White-Campbell (PBOI) dan Angket Sasaran Pencapaian (AGQ). Berdasarkan analisis regresi yang dilakukan, hanya pasangan urutan kelahiran psikologis dan pendekatan kinerja yang signifikan sedangkan pasangan urutan psikologis, penguasaan-pendekatan, penguasaan-penghindaran, dan kinerja-penghindaran tidak signifikan. Analisis lebih lanjut mengungkapkan bahwa mereka yang secara psikologis anak sulung cenderung mendukung orientasi tujuan penguasaan-pendekatan sementara mereka yang secara psikologis paling muda atau yang terakhir lahir mendukung penguasaan-penghindaran.
References
Adler, A. (1956). The origin of the neurotic disposition. In H. L. Ansbacher & R. R. Ansbacher (Eds.). The individual psychology of Alfred Adler. Basic Books.
Anderman, E.M., Urdan, T., & Roesser, R. (2003). The patterns of adaptive learning survey: History, development, and psychometric properties. Unpublished report, The University of Kentucky.
Biddle, B.J. (1986). Recent developments in role theory. Annual Review of Sociology, 12, 67-92.
Bleske-Recheck, A. & Kelley, J. A. (2013). Birth order and personality: A within-family test using independent self-reports from both firstborn and laterborn siblings. Personality and Individual Differences, 56, 15-18.
Bray, M. & Lykins, C. (2012). Shadow education private supplementary tutoring and its implications for policy makers in Asia. Mandaluyong City, Manila: Asian Development Bank.
Campbell, L., White, J., & Stewart, A. (1991). The relationship of psychological birth order to actual birth order. Individual Psychology: The Journal of Adlerian Theory, Research & Practice, 47(3), 380-391.
Carette, B., Anseel, F., & Van Yperen, N. W. (2011). Born to learn or born to win? Birth order effects on achievement goals. Journal of Research in Personality, 45(5), 500-503.
Cayubit, R. F. O., Castor, J. Y. S., Divina, E. J. S., Francia, R. M. S., Nolasco, R. T. P., Villamiel, A. J. E., Viloria, A. I. S., & Zarraga, M. T. G. (2014). A Q analysis on the impact of shadow education on the academic life of high school students. Psychological Studies, 5(3), 252-259. https://doi.org/10.1007/s12646-014-0260-z
Covington, M.V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
Cury, F., Elliot, A., Sarrazin, P., Da Fonseca, D., & Rufoa, M. (2002). The trichotomous achievement goal model and intrinsic motivation: A sequential mediational analysis. Journal of Experimental Social Psychology, 38, 473-481.
Eckstein, D., Aycock, K. J., Sperber, M. A., McDonald, J., Van Wiesner, III, V., Watts, R. E., & Ginsburg, P. (2010). A review of 200 birth-order studies: Lifestyle characteristics. The Journal of Individual Psychology, 66(4), 408-434.
Elliot, A.J. & Harackiewicz, J.M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.
Finney, S.J., Pieper, S., & Barron, K.E. (2004). Examining the psychometric properties of the achievement goal questionnaire in a general academic context. Educational and Psychological Measurement, 64(2), 365-382.
Healy, N. A., Scheidegger, T. H., Ridley Meyers, A. L., & Friedlen, K. (2009). The relationship between psychological birth order and romantic relationships. Paper based on a program presented at the American Counseling Association Annual Conference and Exposition, Charlotte, NC.
Ireson, J. & Rushforth, K. (2005). Mapping and evaluating shadow education. Institute of Education, University of London.
Johnson, B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30(2), 3-13.
Kaplan, A. & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330-358.
Madjar, N., Kaplan, A., & Weinstock, M. (2011). Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence. Contemporary Educational Psychology, 36, 268-279.
McKinney, A. P. (2003). Goal orientation: A test of competing models. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University. Http://vtechworks.lib.vt.edu/handle/10919/11074
Michalski, R. L. & Shackelfold, T. K. (2002). An attempted replication of the relationships between birth order and personality. Journal of Research in Personality, 36, 182-188.
Mori, I. & Baker, D. (2010). The origin of universal shadow education: What the supplemental education phenomenon tells us about the postmodern institution of education. Asia Pacific Education Review, 11, 36-48.
Park, H., Byun, S., & Kim, K. (2011). Parental involvement and students' cognitive outcomes in Korea: Focusing on private tutoring. Sociology of Education, 83(3), 1-22.
Paulhus, D. L., Trapnell, P. D., & Chen, D. (1999). Birth order effects on personality and achievement within families. American Psychological Society, 10 (6), 482-488.
Phan, H. (2008). Achievement goals, the classroom environment, and reflective thinking: A conceptual framework. Electronic Journal of Research in Educational Psychology, 6 (3), 571-602.
Ramos, R. M., Cayubit, R. F. O., Ang, M. C. R., Arconado, J. A. M., Castillo, B. M. C., Paz, R. A., Poblete, N. H. L., Tamayo, S. M., & Villasenor, C. N. C. (2012). Academic motivation and learning styles of college freshmen exposed to shadow education. Philippine Journal of Psychology, 45(1), 95-110.
Seth, M. (2006). Private tutoring: The shadow education system. KEDI Journal of Educational Policy, 3 (1), 131-134.
Silova, I. (2009). Private supplementary tutoring in Central Asia: New opportunities and burdens. Paris, France: International Institute for Educational Planning.
Stewart, A. E., & Campbell, L. F. (1998). Validity and reliability of the White-Campbell Psychological Birth Order Inventory. Journal of Individual Psychology, 54(1), 41-60.
Sulloway, F. J. (1999). Birth order. In Encyclopedia of Creativity. (Vol. 1, pp. 189-202). Academic Press.
Van Yperen, N. W., Elliot, A. J., & Anseel, F. (2009). The influence of mastery-avoidance goals on performance improvement. European Journal of Social Psychology, 39, 932-943.
Zweig, D. & Webster, J. (2004). What are we measuring? An examination of the relationships between the big-five personality traits, goal orientation, and performance intentions. Personality and Individual Differences, 36, 1693-1708.
Recommended Citation
Cayubit, R. O., Ligot, N. B., Lim, J. T., Malaluan, I. R., Managbanag, E. U., & Quindoza, G. D. (2021). Psychological Birth Order and Achievement Goal Orientation of High School Students engaged in Shadow Education. Makara Human Behavior Studies in Asia, 25(2), 182-188. https://doi.org/10.7454/hubs.asia.1250821