The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students
This study examined the relationship between mastery goals, including task-based and self-based competence, and positive emotions, engagement, relationship, meaning, and accomplishment (PERMA), which may affect life satisfaction. Mastery goals, PERMA, and life satisfaction were examined using a rela...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Ital Publication
2023-12-01
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| Series: | Emerging Science Journal |
| Subjects: | |
| Online Access: | https://www.ijournalse.org/index.php/ESJ/article/view/1881 |
| _version_ | 1827382727704313856 |
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| author | Riyan Hidayat Sibo Liu Mohd Rashid Mohd Saad . Hermandra |
| author_facet | Riyan Hidayat Sibo Liu Mohd Rashid Mohd Saad . Hermandra |
| author_sort | Riyan Hidayat |
| collection | DOAJ |
| description | This study examined the relationship between mastery goals, including task-based and self-based competence, and positive emotions, engagement, relationship, meaning, and accomplishment (PERMA), which may affect life satisfaction. Mastery goals, PERMA, and life satisfaction were examined using a relationship study model. The current study involved 260 English education programs, with 81 (31.2%) male students and 179 (68.8%) female students. AMOS 18 was used to conduct a confirmatory factor analysis (CFA). The results of the current study demonstrate that task-based competence influences life satisfaction. In contrast, self-based competence was found not to affect life satisfaction. Analysis of SEM revealed significant influences of task-based competence on PERMA and no significant relationships between self-based competence and PERMA. PERMA partially mediates the influence of task-related competence on life satisfaction. The indirect effects of self-based competence on life satisfaction were observed through PERMA as a complete mediator. The novelty of the current research lies in its focus on mastery goals, the target population of college students, and the mediating role of PERMA. These contributions are critical, as teachers or instructors are responsible for developing student well-being and life satisfaction.
Doi: 10.28991/ESJ-2023-SIED2-018
Full Text: PDF |
| first_indexed | 2024-03-08T14:24:42Z |
| format | Article |
| id | doaj.art-ef2e5c1bc4a248a7b0f7ee9e90d80b56 |
| institution | Directory Open Access Journal |
| issn | 2610-9182 |
| language | English |
| last_indexed | 2024-03-08T14:24:42Z |
| publishDate | 2023-12-01 |
| publisher | Ital Publication |
| record_format | Article |
| series | Emerging Science Journal |
| spelling | doaj.art-ef2e5c1bc4a248a7b0f7ee9e90d80b562024-01-13T07:27:42ZengItal PublicationEmerging Science Journal2610-91822023-12-017023825210.28991/ESJ-2023-SIED2-018563The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College StudentsRiyan Hidayat0Sibo Liu1Mohd Rashid Mohd Saad2. Hermandra3Department of Science and Technical Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400, Selangor,Department of Language and Literacy Education, Faculty of Education, University of Malaya, 50603 Kuala Lumpur,Department of Language and Literacy Education, Faculty of Education, University of Malaya, 50603 Kuala Lumpur,FKIP, Universitas Riau, Pekanbaru, 28293,This study examined the relationship between mastery goals, including task-based and self-based competence, and positive emotions, engagement, relationship, meaning, and accomplishment (PERMA), which may affect life satisfaction. Mastery goals, PERMA, and life satisfaction were examined using a relationship study model. The current study involved 260 English education programs, with 81 (31.2%) male students and 179 (68.8%) female students. AMOS 18 was used to conduct a confirmatory factor analysis (CFA). The results of the current study demonstrate that task-based competence influences life satisfaction. In contrast, self-based competence was found not to affect life satisfaction. Analysis of SEM revealed significant influences of task-based competence on PERMA and no significant relationships between self-based competence and PERMA. PERMA partially mediates the influence of task-related competence on life satisfaction. The indirect effects of self-based competence on life satisfaction were observed through PERMA as a complete mediator. The novelty of the current research lies in its focus on mastery goals, the target population of college students, and the mediating role of PERMA. These contributions are critical, as teachers or instructors are responsible for developing student well-being and life satisfaction. Doi: 10.28991/ESJ-2023-SIED2-018 Full Text: PDFhttps://www.ijournalse.org/index.php/ESJ/article/view/1881factor analysismastery goalslife satisfactionpermastructural equation modeling. |
| spellingShingle | Riyan Hidayat Sibo Liu Mohd Rashid Mohd Saad . Hermandra The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students Emerging Science Journal factor analysis mastery goals life satisfaction perma structural equation modeling. |
| title | The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students |
| title_full | The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students |
| title_fullStr | The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students |
| title_full_unstemmed | The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students |
| title_short | The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students |
| title_sort | role of mastery goal on life satisfaction using perma as a mediator for college students |
| topic | factor analysis mastery goals life satisfaction perma structural equation modeling. |
| url | https://www.ijournalse.org/index.php/ESJ/article/view/1881 |
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