In the midst of increasing academic pressure that high school students face, students’ subjective well-being tends to be declining as they go through school years. Furthermore, we have to measure more context-spesific subjective well-being to ensure more thorough and accurate information that better depict their situation. Subjective well-being in school consists of school satisfaction, positive affect, and negative affect in school. Between several variables that correlates to subjective well-being in school, achievement goal orientation needs to gain more attention. This research is intended to see the effect of each type of goal orientation to subjective well-being in school by using 2 x 2 framework that has been stated by Elliot and McGregor (2001). Based on single regression analysis, the result was mastery-approach goal, performace-approach goal and performance-avoidace goal has significant effect to subjective well-being in school in high school students. However, mastery-avoidance shows no significant effect to subjective well-being in school. Results of this research support earlier research and it gives us broader information about achievement-goal orientation with 2 x2 framework. 

TBA