Pelatihan “Goal Setting” untuk Meningkatkan Orientasi Masa Depan pada Siswa SMP
Future orientation of junior high school students is an orientation in the educational field. Students are faced with choices of the next level of their study, which is either to senior high school, Islamic senior high school (MA), or vocational high school with choices of interests/specializations. Students are expected to choose the continuation of their study according to their abilites, interest, and aptitude. However, the students find it hard to determine their future orientation. This present study aims at examining whether “Goal setting” training can improve the future orientation of junior high school students. The subjects in this study are 45 students aged 13-14 years (21 students into the experimental group and 24 students to a control group) junior high school students who earn a medium score in the scale of future orientation and goal setting. The experimental design employed in this study is untreated group control design with dependent pretest and posttest samples. The data analysis that is used is Independent Samples t-test. The results showed that the "Goal setting" training can improve the future orientation of junior high school students.
Adelabu, D. H. (2008). Future time perspective, hope, and ethnic identity among African American adolescents. Urban Education, 43(4), 347–360. doi: 10.1177/004208590731 1806.
Andretta, J. R., Worrell, F. C., & Mello, Z. R. (2014). Predicting educational outcomes and psychological well-being in adolescents using time attitude profiles. Psychology in the Schools, 51, 434–451. doi: 10.1002/ pits.21762.
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469. doi: 10.1037/ 0003-066X.55.5.469.
Ashbourne1, L. M., & Daly, K. J. (2010). Parents and adolescents making time choices: “Choosing a relationship”. Journal of Family Issues, 31(11), 1419–1441.
Aukes, L. C., Geertsma, J., Cohen-Schotanus, J., Zwierstra, R. P., & Slaets, J. P. J. (2008). The effect of enhanced experiential learning on the personal reflection of undergraduate medical students. Medical Education Online, 13, 1-10. doi: 10.3885/ meo.2008.Res 00279.
Ayriza, Y. (2008). Penyusunan dan validasi modul “Social Life Skill: Bagi pendidikan anak-anak prasekolah. Jurnal Peneltian dan Evaluasi Pendidikan, 2(12), 213-231.
Bardick, A. D. Bernes, K. B. Magnusson, K. C. & Witko, K. D. (2006). Junior high school students’ career plans for the future. Journal of Career Development, 32, 250-271.
Bailey, R. Y. (2017). Goal setting and action planning for health behavior change. American Journal of Lifestyle Medicine, 10, 1-4.
Bipp, T., & Kleingeld, A. (2011) Self efficacy in the workplace: lingking persinality to domain specific efficacy belifs. Internasional Journal of Selection and Assessment, 19(4), 429-434.
Bovend’Eerdt, T. J. H., Botell, R., & Wade. D. T. (2009). Writing SMART rehabilitation goals and achieving goal attainment scaling: A practical guide. Clinical Rehabilitation. 23, 352–361.
Boyer, P. (2008). Evolutionary economics of mental time travel?. Trends in Cognitive Sciences, 12, 219–224.
Brezina, T., Tekin, E., & Topalli, V. (2009). Might not be a tomorrow. A multimethods approach to anticipated early death and youth crime. Criminology, 47(4), 1091–1129.
Brown, D., & Associate. (2002) Career choice and development (4th ed). San Francisco, CA: Jossey-Bass.
Blustein, D. L. (2011). Vocational psychology at the fork in the road: Staying the course or taking the road less traveled. Journal of Career Assessment, 19, 316–322. doi: 10.1177/ 1069072710395537.
Cabras, C., & Mondo, M. (2017). Future orientation as a mediator between career adaptability and life satisfaction in university students. Journal of Career Development, 45(6), 597-609. doi: 10.1177/0894845317727 616.
Chen, P. & Vazsonyi, A. (2013). Future orientation, school contexts, and problem behaviors: A multilevel study. Journal Youth Adolescence, 42, 67-81.
Chua, L. W., Milfont, T. L., & Jose, P. E. (2016). Coping Skills Help Explain How Future-Oriented Adolescents Accrue Greater Well-Being Over Time. Journal of Youth and Adolescence, 44(11), 2028–2041. doi: 10.1007/s109 64-014-0230-8.
Clark, R. W., Threeton, M. D., & Ewing, J. C. (2010). The potensial of experiential learning models and practices in career an technical education & career and techinal teacher education. Journal of Career and Technical Educational, 25(2), 46-62.
Clare, S. P., Crown, T. P., Oades, L. G., & Deane, F. P. (2009). Do goal setting interventions improve the quality of goals in mental health sevices, Psychiatric Rehabilitation Journal, 32(4), 292-299.
Crespo, C., Jose, P. E., Kielpikowski, M., & Pryor, J. (2013). “On solid ground”: Family and school connectedness promotes adolescents' future orientation. Journal of Adolescence, 36, 993-1002. doi: 10.1016/j.adolescence .2013.08.004.
Drake, J. R. (2012). A critical analysis of active learning and an alternative pedagogical framework for introductory information systems courses. Journal of Information Technology Education, 11, 39–52.
Depdiknas, (2003). Pedoman penyelenggaraan Bimbingan dan Konseling di sekolah. Jakarta: Departemen Pendidikan Nasional.
Eldeleklioglu, J. (2012) Assesment of Turkish adolescents’ future orientation in their life: A Qualitative study. Social and Behavior Sciences, 47, 376-381.
Eryilmaz, A. (2011). The relationship between adolescents' subjective well-being and positive expectations towards future. Dusunen Adam, 24(3), 209-215.
Fagan, T. J., Ax, R. K., Liss, M., Resnick, R. J., & Moody, W. (2007). Prescriptive authority and preferences for training: Professional psychology. Research and Practice, 38, 104-111.
Ferrari, L., Nota, L., & Soresi, S. (2010). Time perspective and indecision in young and older adolescents. British Journal of Guidance & Counselling, 38, 61–82. doi: 10.1080/03069880903 408612.
Fiore, S., Metcalf, D., & McDaniel, R. (2007). Theoretical foundations of expeeriential learning. Dalam M. Silberman (Editor). The handbook of experiential learning. San Fransisco: John Wiley & Sons.Inc.
Furlong, A., & Cartmel, F. (2007). Young people and social change: New perspectives (2nd ed). Maidenhead: Open University Press.
Gardner, J. E. (2013). Meeting the challenges of adolescent psychotherapy. Champaign, Illinois: Research Press.
Hagger, M. S., & Luszczynska, A. (2014). Implementation intention and action planning interventions in health contexts: State of the research and proposals for the way forward. Appl Psychol Health Well Being, 6, 1-47.
Haslam, S. A., Wegge, J., & Postmes, T. (2009). Are we on learning curve or a tredmill? The enefits of participative group goal setting become apparent as tasks become increasingly challenging over time. European Journal of Social Psychology. 39, 430-446.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research. 77, 81–112. doi: 10.3102/003 465430298487.
Hu, S., Creed, A. P., & Hood, M. (2016). Development and Initial validation of a measure to assess career goal feedback. Journal of Psychoeducational Assessment. doi: 10.1177/07342829166 54645.
Johnson, S. R. L., Blum, R. W., & Cheng, T. L. (2014). Future orientation: a construct with implications for adolescent health and wellbeing. International Journal of Adolescent Medicine and Health. 26(4), 459–468.
Johnson, S. L., Pas, E., & Bradshaw, C. P. (2016). Understanding the association between school climate and future orientation. Journal Youth Adolescence. 45, 1575–1586. doi: 10.1007/s10964-015-0321-1.
Katuvasalampi, Ara, K. S., & Nurmi, J. E. (2009). Adolescents self concordance school engagement and burnout predict their educational trajectories, European Psychology, 14(4), 332-341.
Keys, T. D., Conley, A. M., Duncan, G. J., & Domina, J. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37, 47–54.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, N.J: Prentice Hall.
Kuhn, D. (2008). Formal operations from a twenty-first century perspective. Human Development, 51(1), 48-55. doi: 10.1159/000113155. Laghi, F., D'Alessio, M., Pallini, S., & Baiocco, R. (2009). Attachment representations and time perspective in adolescence. Social Indicators Research. 90, 181–194. doi: 10.1007/ s11205-008-9249-0.
Lansford, J. E., Miller, S., Malone, P. S., Costanzo, P. R., Grimes, C., & Putallaz, M. (2009). Social network centrality and leadership status: Links with problem behaviors and tests of gender differences. Merrill-Palmer Quarterl, 55, 1–25.
Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal-setting research. European Psychologist. 12, 290-300.
Lee, J. Q., McInerney, D. M., Liem, G. A., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35, 264–279.
Liberman, N., & Förster, J. (2009). Distancing from experienced self: How global versus local perception affects estimation of psychological distance. Journal of Personality and Social Psychology, 97, 203–216.
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham G. P. (1981). Goal setting and task performance: 1969-1980. Psychology Bulletin, 90, 125-152.
Lunenburg, F. C. (2011). Goal-setting theory of motivation. International Journal of business and administration, 15(1), 1-6.
Luyckx, K., Lens, W., Smits, I., & Goossens, L. (2010). Time perspective and identity formation: Short-term longitudinal dynamics in college students. International Journal of Behavioral Development, 34(3) 238–247. doi: 10.1177/ 0165025409350957.
Maggio, I., Ginevra, M. C., Nota, L., & Soresi, S. (2016). Development and validation of an instrument to assess future orientation and resilience in adolescence. Journal of Adolescence, 51, 114-122. doi: 10.1016/j.adolescence. 2016.06.005.
Mertler, C. A. (2006). Action Research: Teachers as researchers in the classroom. Thousand Oaks, CA: Sage.
Moshman, D. (2009). Adolescence. In U. Muller, J. Carpendale, & L. Smith (Eds.) the cambridge companion to Piaget (255-269). Cambridge University Press: New York City.
Nebletta, N. G. and Cortina, K. S. (2006). Adolescents thoughts about parents jobs and their importance for adolescents future orientation. Journal of Adolescence, 29(5), 795–811. doi: 10.1016/j.adolescence.2005.11.006.
Nurmi, J. E. (1989). Development of orientation to the future during early adolescence: a four-year longitudinal study and two cross-sectional comparisons. International Journal of Psychology, 24, 195–214.
Nurmi, J. E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review. 11, 1–59.
Nurmi, J. E. (2004). Socialization and self-development: channeling, selection, adjustment, and reflection. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology (pp. 85–124). New York: John Wiley.
Piquero, A. R. (2014). Take my license 'all that jive, I can't see… 35. Little hope for the future encourages offending over time. Justice Quarterly. 33(1), 73–99.
Russel, J. D., & Johanningsmeier, K. A. (1981). Improving competence through modular instruction. United States of America: Kendal/Hunt Publishing Company.
Rhodes, R. E., & Dickau, L. (2012). Experimental evidence for the intention-behavior relationship in the physical activity domain: A meta-analysis. Health Psychology, 31, 724-727.
Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J. P., Duarte,M. E., Guichard, J., Van Vianen, A. E. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, 75, 239–250. doi: 10.1016/j.jvb. 2009. 04.004.
Schacter, D. L., Addis, D. R., & Buckner, R. L. (2008). Episodic simulation of future events. Annals of the New York Academy of Sciences, 1124, 39–60. doi: 10.1196/annals.1440.001.
Seginer, R. (2009). Future orientation: Developmental and ecological perspectives. New York, NY: Springer
Seijts, G. H., & Latham, G. P. (2012). Knowing when to set learning versus performance goals. Organizational Dynamics, 41(1), 1-6. Shadish, E. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi experimental designs for generalized causal inference. Boston: Houghton Mifflin.
Sniehotta, F. F. (2009). Towards a theory of intentional behaviour change: plans, planning, and self-regulation. Journal Health Psychology, 14, 261-273.
Steinberg, L., O’Brien, L., Cauffmen, E., Graham, S., Woolard, J., & Banich, M. (2009). Age differences in future orientation and delay discounting. Child Development, 80, 28–44.
Stoddard, S.A. & Garcia. (2011). Hopefulness among non-U.S.-born Latino youth and young adults. Journal of Child and Adolescent Psychiatric Nursing, 24, 216-222.
Stoddard, S. A., Zimmerman, M. A., & Bauermeister, J. A. (2011). Thinking about the future as a way to succeed in the present: A longitudinal study of futureorientation and violent behaviors among African American youth. American Journal of Community Psychology, 48. doi: 10.1007/s10464-010-9383-0.
Suddendorf, T., Corballis, M. C. (2007). The evolution of foresight: What is mental time travel, and is it unique to humans?. Behavioral and Brain Sciences 30(3), 299-313. doi: 10.1017/S01405 25X07001975.
Tabachnick, S. E., Miller, R. B., & Relyea, G. E. (2008). The relationships among students’ future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment. Journal of Educational Psychology, 100(3), 629–642.
Tynan. J. J., Somers, C. L., Gleason, J. H., Markman, B. S., & Yoon, J. (2015). Goal oriented and risk taking behavior: The roles of multiple systems for Caucasian and Arab-American adolescents. School Psychology International, 36(1) 54–76.
Van Beek, W., Kerkhof, A., & Beekman, A. (2009). Future oriented group training for suicidal patients: a randomized clinical trial. BMC Psychiatr, 9(65), 1-7.
Ya-hui, S. (2011). The constituency of agency in developing lifelong learning ability: The ‘Being’ mode. Higher Education, 62, 399–412.
Zigmont, J. J., Liana, J., Kappus, L. J., & Sudikoff, S. N. (2011). Theoriticcal fondations of learning through simulation. Semin Perinatol., 35, 47-51.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183.
- There are currently no refbacks.
Copyright (c) 2017 Gadjah Mada Journal of Professional Psychology (GamaJPP)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.