Main Article Content
This study investigated how social goals (SGs), achievement goals (AGs), and metacognitive strategies affected the perceived academic performance of students with a collectivistic culture. This study examined mastery goals (MGs), performance goals (PGs), and metacognitive strategies (MCS) as mediating variables for the influence of families, teachers, and peers oriented SGs on perceived academic performance (PAP). The study used a survey method with 516 private university students in Yogyakarta who embraced collectivistic culture as a research sample. Validity testing used confirmatory factor analysis (CFA) with loading factor more than 0.5 and reliability with internal consistency using Cronbach’s Alpha more than 0.7. Structural equation modeling (SEM) with two-step approach was used to examine the relationship model between variables used in this study. This study concluded that peers oriented SGs were significantly negatively associated with the two dimensions of the AGs, MCS, and PAP and were not related to family and teachers oriented SGs. The effect of SGs on academic performance was mediated serially by the two dimensions of AGs and MCS. Family and teachers oriented SGs supported students to develop their knowledge and showed their achievements compared to their peers. Active involvement of parents and teachers is needed in improving the students’ academic achievement. In-depth discussion was explained in the discussion section of the research results.