UNIVERSITAS TEKNOLOGI NUSANTARA

TERAKREDITASI ASLI BAN-PT No. 3243/SK/BAN-

PT/Akred/PT/IX/2017
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Bogor Telp. 0251-7502137 Kode Pos : 16710 Bogor Jawa Barat

UJIAN AKHIR SEMESTER

SEMESTER GANJIL TAHUN
2023/2024

NAMA : Tika Riskiyani

KELAS : 01 PSIKA smt 1
DOSEN Pengampu : Ade Zoraya Fitri, M.Psi
Judul Jurnal : "School Motivation, Goal Orientation, and Academic
Performance in Secondary Education Students"
Link Jurnal : www.tandfonline.com/journals/dprb20
Discussed Review Result
Author Pablo Usán, Carlos Salavera, and Pilar
Teruel
Published Psychology Research and Behavior
Management
Introduction The introduction provides a
comprehensive overview of the
significance of motivation in the
academic context, emphasizing its
critical role in students' learning
processes and overall academic
performance. The authors discuss
various motivational theories, with a
 particular focus on Self-Determination
Theory (SDT) and its application in
educational psychology. The study
aims to explore the relationship
between different types of school
motivation (intrinsic and extrinsic),
goal orientations (task-oriented and
ego-oriented), and academic
performance among secondary
education students.
The journal article "School motivation,
goal orientation and academic
performance in secondary education
students," authored by Pablo Usán,
Carlos Salavera, and Pilar Teruel,
provides an extensive examination of
the relationships among school
motivation, goal orientation, and
academic performance in secondary
education students. Published in the
*Psychology Research and Behavior
Management* journal, this research
highlights critical psychological
variables that influence academic
outcomes during a pivotal educational
stage.
Purpose of Review This review aims to provide a
comprehensive analysis of the article's
theoretical framework, methodology,
strengths, weaknesses, and overall
conclusions. By dissecting the core
 components, this review will assess the
article's contribution to the field of
educational psychology and its
practical implications for educators
and policymakers.
The review of the literature on school
motivation underscores the distinction
between intrinsic and extrinsic
motivations, as posited by SDT.
Intrinsic motivation involves engaging
in activities for inherent satisfaction
and enjoyment, while extrinsic
motivation refers to performing tasks
for external rewards or to avoid
negative outcomes. The authors
discuss the multidimensional nature of
intrinsic motivation, highlighting its
subtypes: intrinsic motivation to
stimulating experiences, knowledge,
and achievement. They also address
extrinsic motivation's subtypes:
external, identified, and introjected
motivations, along with amotivation,
which is characterized by a lack of
motivation.

Grand Theory The research is grounded in the Self-

Determination Theory (SDT) and the
Goal Orientation Theory. SDT posits
that human motivation exists on a
continuum from intrinsic to extrinsic,
 with intrinsic motivation being the
most self-determined form. The Goal
Orientation Theory categorizes
students' motivations into task-
oriented (self-determined) and ego-
oriented (less self-determined) goals.
The article integrates these theories to
explore how different motivational
orientations and goal orientations
impact academic performance.
Goal orientation theory, a significant
framework in educational psychology,
is explored in depth. The authors
differentiate between task-oriented
goals, which focus on mastering tasks
and improving competence, and ego-
oriented goals, which center on
outperforming others and
demonstrating superior ability. The
review highlights how task-oriented
goals are associated with adaptive
behaviors, such as persistence and
intrinsic motivation, whereas ego-
oriented goals are linked to
maladaptive behaviors, such as anxiety
and academic disengagement.
Strenghtness 1. Comprehensive Theoretical
Framework: The integration of SDT
and Goal Orientation Theory provides
a robust framework for understanding
the multifaceted nature of student
 motivation and its impact on academic
performance.
2. Large Sample Size: With a
sample size of 3512 students from 18
public secondary education centers,
the study offers substantial data to
support its findings.
3. Detailed Methodology: The
use of validated instruments such as
the Scale of School Motivation (EME-
S) and the Perception of Success
Questionnaire (POSQ) ensures the
reliability and validity of the data
collected.
4. Significant Findings: The
study reveals strong correlations
between intrinsic motivations, task-
oriented goals, and academic
performance, underscoring the
importance of fostering intrinsic
motivation in educational settings.
5. Practical Implications: The
findings suggest actionable strategies
for educators to enhance student
motivation and performance, such as
promoting intrinsic motivation and
task-oriented goals.
Weakness The cross-sectional design and
convenience sampling method limit
the generalizability of the findings.
Future research should employ
longitudinal designs to examine
changes in motivation and goal
orientations over time and their long-
term impact on academic performance.
Additionally, exploring the influence
of other factors, such as temperament,
psychopathology, and socio-cultural
variables, can provide a more
comprehensive understanding of the
determinants of academic success. The
study's sample is limited to public
secondary education centers in a
specific geographical area (Zaragoza,
Spain), which may not be
generalizable to other regions or
educational contexts. Potential biases,
convenience sampling and self-
reported data may introduce biases,
affecting the study's accuracy and
generalizability. Limited Examination
of External Factors, the study does not
deeply explore other external factors,
such as socio-economic status or
parental involvement, which could
influence school motivation and
academic performance.
The article concludes that intrinsic
motivation and task-oriented goals are
significantly related to higher
academic performance in secondary
education students. In contrast,
 extrinsic motivations and ego-oriented
goals are associated with less adaptive
behaviors and lower academic
performance. These findings highlight
the need for educational interventions
that promote intrinsic motivation and
task-oriented goals to improve student
outcomes.
Conclusions The study by Usán, Salavera, and
Teruel provides valuable insights into
the relationships between school
motivation, goal orientation, and
academic performance in secondary
education students. The findings
highlight the critical role of intrinsic
motivation and task-oriented goals in
fostering adaptive behaviors and
academic success. By understanding
these motivational dynamics,
educators can develop strategies to
support students' academic journeys
and promote their overall well-being.