Personality as a moderator in the relationship between performance goal orientation and self-regulated learning in the students of high schools implementing kurikulum 2013

Previous research has revealed contradictory and inconsistent findings about the relationship between performance goal orientation and self-regulated learning. There are two types of performance goal orientation: performance-approach and performance-avoidance. Most theorists have suggested that performance goal orientation does not support self-regulated learning. However, some research has found that performance goal orientation, especially the performance-approach type, can be beneficial for students with certain characteristics. Two personality traits were employed as moderator variables in the study. The Five-Factor Model explains personality by means of five traits: extraversion, agreeableness, conscientiousness, neuroticism, and openness. Various studies have shown that among these traits, adolescents have a higher level of extraversion and neuroticism than children and adults. Therefore, the researchers assumed that extraversion and neuroticism could affect the relationship between performance goal orientation, and self-regulated learning in high school students. The purpose of the study was two-fold: to examine the relationship between the types of performance goal orientation and self-regulated learning, and to examine trait extraversion and neuroticism as moderators in the relationship between the types of performance goal orientation and self-regulated learning. Participants included 293 students from three senior high schools that had implemented Kurikulum 2013. There were 116 boys and 175 girls from the 10^th and 11^th grades. The following instruments were employed: an adaptation of the Personal Achievement Goal Orientation, the Self-Regulated Learning Scale, and an adaptation of the Big Five Inventory. Results failed to indicated any significant relationship between performance-approach goal orientation and self-regulated learning. However, performance-avoidance orientation was found to be negatively related to self-regulated learning. Finally, extraversion and neuroticism were not found to be significant moderators.