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"Banyaknya permasalahan perilaku pada siswa jenjang menengah memicu munculnya program pendidikan karakter di berbagai negara, termasuk Indonesia. Pembentukan karakter dapat dilakukan melalui keterlibatan siswa di dalam kelas, sehingga persepsi siswa terhadap iklim kelasnya menjadi penting untuk dilihat pada penelitian ini. Sebagai upaya menjelaskan perilaku siswa jenjang menengah yang terkait dengan pendidikan karakter, penelitian ini hadir untuk melihat hubungan antara classroom climate sebagai faktor lingkungan dan performance goal orientation sebagai faktor diri pada siswa Sekolah Menengah Atas (SMA). Classroom climate diukur menggunakan Individualized Classroom Environment Questionnaire (ICEQ) short version (Fisher & Fraser, 1985), sedangkan performance goal orientation diukur menggunakan Goal Orientation And Learning Strategies Survey (GOALS-S) (Dowson & McInerney, 1997). Teknik analisis yang digunakan adalah multiple correlation dengan R menunjukkan besaran koefisien korelasi yang didapatkan. Hasil penelitian terhadap 149 siswa kelas XI yang berasal dari jurusan Ilmu Pengetahuan Alam dan Ilmu Pengetahuan Sosial menunjukkan bahwa terdapat hubungan yang signifikan antara classroom climate dan performance goal orientation (R = 0,332, p<0,01). Selanjutnya ditemukan pula hubungan yang signifikan antara classroom climate dan mastery goal orientation, namun tidak terbuktikan adanya hubungan antara classroom climate dan work avoidance goal orientation, serta social goal orientations.

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Many behavioral problems at secondary level students cause the character education program in many countries, including Indonesia. Character building can be done by involving students in the classroom. Therefore, students perception of classroom climate becomes essential to be analyzed in this study. As an attempt to explain secondary level students behavior which is related to character education, this study presents to investigate the correlation between classroom climate as environmental factor and performance goal orientation as person factor among senior high school students. Classroom climate variable is measured using the Individualized Classroom Environment Questionnaire (ICEQ) short version (Fisher & Fraser, 1985), while the performance goal orientation is measured using Goal Orientation And Learning Strategies Survey (GOALS-S) (Dowson & McInerney, 1997). Multiple correlation is used for the analysis technique with R shows the amount of correlation coefficient earned. The results from 149 students class of XI majoring in science and social science indicates that there is a significant correlation between classroom climate and performance goal orientation (R = 0.332, p<0.01). Furthermore, research also found a significant correlation between classroom climate and mastery goal orientation, but it does not prove the existence of the correlations between classroom climate and work avoidance goal orientation, as well as the social goal orientations."

"Penelitian-penelitian terdahulu menunjukkan hasil-hasil yang bertentangan dan tidak konsisten mengenai hubungan antara performance goal orientation dan self-regulated learning. Terdapat dua tipe performance goal orientation, yaitu performance-approach goal orientation dan performance-avoidance goal orientation. Sebagian besar ahli berpendapat bahwa performance goal orientation tidak menunjang self-regulated learning. Namun, beberapa penelitian membuktikan bahwa performance goal orientation, khususnya tipe performance-approach goal orientation dapat memberikan efek yang menguntungkan bagi siswa dengan konteks atau kondisi tertentu. Penelitian ini menguji trait extraversion dan neuroticism dari Five Factor Model yang merupakan salah satu kondisi siswa sebagai moderator pada hubungan masing-masing dari kedua tipe performance goal orientation dan self-regulated learning. Partisipan yang terlibat dalam penelitian ini sebanyak 293 siswa dari tiga SMA yang menerapkan Kurikulum 2013. Hasilnya menunjukkan bahwa performance-approach goal orientation tidak memiliki korelasi yang signifikan dengan self-regulated learning. Performance-avoidance goal orientation ditemukan secara signifikan berkorelasi negatif dengan self-regulated learning. Sementara itu, trait extraversion dan neuroticism sama-sama terbukti tidak signifikan sebagai moderator.

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Previous research suggested contradictive and inconsistent result about the correlation between performance goal orientation and self regulated learning. There are two types of performance goal orientation. They are performance approach goal orientation and performance avoidance goal orientation. Most of theorists suggested that performance goal orientation doesn rsquo t support self regulated learning. However, some researches found that performance goal orientation, especially performance approach goal orientation could be beneficial for students with certain context or condition. This study examines trait extraversion and neuroticism from Five Factor Model, which is one of students rsquo condition, as moderator in the correlation between each of the two types of performance goal orientation and self regulated learning. Participant involved are 293 students from three high schools that implements Kurikulum 2013. The result suggets that performance approach goal orientation has no significant correlation with self regulated learning. Performance avoidance goal orientation is found significantly has negative correlation with self regulated learning. Trait extraversion and neuroticism are not significant as moderator."