Examining the effects of determination, commitment, and arousal on goal-setting behavior and learning motivation in higher education students

Penelitian ini bertujuan untuk menganalisis pengaruh commitment, determination, dan arousal terhadap goal setting serta motivasi belajar mahasiswa pada mata kuliah praktik keolahragaan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian asosiatif kausal. Pengambilan data dilaksanakan pada bulan Februari–Maret 2023 di salah satu universitas negeri di Kota Makassar. Sampel penelitian ditentukan menggunakan teknik purposive sampling, dengan jumlah responden sebanyak 166 mahasiswa. Instrumen penelitian berupa kuesioner berbasis skala Likert lima poin. Validitas konstruk diuji menggunakan Exploratory Factor Analysis (EFA) dengan nilai factor loading > 0,55, sedangkan reliabilitas instrumen dianalisis menggunakan koefisien Cronbach’s alpha dengan nilai > 0,70. Pengujian hipotesis dilakukan melalui Structural Equation Modeling (SEM) menggunakan aplikasi AMOS. Hasil analisis menunjukkan bahwa determination dan arousal tidak berpengaruh signifikan terhadap goal setting, sedangkan commitment berpengaruh signifikan terhadap goal setting. Selanjutnya, determination dan commitment tidak berpengaruh signifikan terhadap motivasi belajar, sementara arousal memiliki pengaruh signifikan terhadap motivasi belajar mahasiswa. Selain itu, goal setting terbukti berpengaruh signifikan terhadap motivasi belajar. Temuan ini mengindikasikan bahwa goal setting berperan sebagai variabel mediasi yang penting dalam menghubungkan komitmen mahasiswa dengan motivasi belajar. Secara konseptual, arousal mahasiswa diprediksi dipengaruhi oleh optimalisasi peran dosen dalam menciptakan lingkungan pembelajaran yang menantang dan kondusif. Penelitian ini menegaskan bahwa goal setting memiliki posisi strategis sebagai prediktor sekaligus intervensi (treatment) yang efektif untuk meningkatkan motivasi belajar dan performa mahasiswa dalam konteks pembelajaran keolahragaan.

Abstract:
This study aims to examine the effects of commitment, determination, and arousal on goal setting and learning motivation among university students enrolled in practical sport-related courses. A quantitative approach with a causal associative research design was employed. Data were collected between February and March 2023 at a public university in Makassar, Indonesia. A total of 166 students were selected using purposive sampling. The research instrument consisted of a structured questionnaire using a five-point Likert scale. Construct validity was assessed through Exploratory Factor Analysis (EFA), with factor loadings exceeding 0.55, while internal consistency reliability was confirmed using Cronbach’s alpha coefficients above 0.70. Hypothesis testing was conducted using Structural Equation Modeling (SEM) with AMOS software. The results revealed that determination and arousal did not have a significant effect on goal setting, whereas commitment demonstrated a significant positive effect on goal setting. Furthermore, determination and commitment showed no significant direct effect on learning motivation. In contrast, arousal significantly influenced students’ learning motivation. Goal setting was found to have a significant positive effect on learning motivation and functioned as a critical mediating variable linking commitment to motivational outcomes. These findings suggest that students’ arousal levels are likely shaped by instructors’ pedagogical strategies and their ability to create engaging and supportive learning environments. The study highlights the strategic role of goal setting as both a robust predictor and an effective pedagogical intervention for enhancing learning motivation and performance in sport-based practical courses. The findings contribute to the sport education and sport psychology literature by clarifying the differential roles of psychological attributes in motivating students within higher education sport contexts.