Relationships between cultural factors (ethnicity and religiosity) and dimensions of students' attributions for their success and failure (locus of control, stability, personal control and external control), along with motivational goals (learning, performance approach, performance avoidance, and work avoidance), self-efficacy, intelligence beliefs, and academic performance were examined among 1,006 Indonesian university students. Students' stability attributions predicted their learning goals, whereas neither locus of control, personal, or external control attributions predicted any motivational goals. Self-efficacy predicted learning and performance approach goals, as well as performance avoidance goals. Students' intelligence beliefs did not show significant predictions. Ethnic importance predicted performance approach goals; whilst intrinsic religiosity predicted learning goals.

The study explores the possibilities of gender, ethnicity, and religion differences on attributions (locus of control, stability, personal and external control), motivational goals (learning, performance approach, performance avoidance, and work avoidance), self-efficacy, intelligence beliefs, religiosity, racial/ethnic identity, and academic performance (mid-term test, final test, and GPA scores) within the Indonesian university settings. Racial/ethnic identity had three dimensions: private regard, ethnic importance, and social embeddedness; whilst religiosity had two dimensions: religious behaviour and intrinsic religiosity. 1,006 students (73.8% Native Indonesians and 24.8% Chinese Indonesians) from three public and two private universities participated. Males were significantly higher on work avoidance goals. Ethnic and religion differences were found on religiosity: Native Indonesians and Hindus reported higher intrinsic religiosity; Christians reported greater behavioural religiousity. Gender and religion interactions revealed lower locus of control among male Chinese, and lower final test score among male Muslim. Explanations for these differences are advanced and directions for further research outlined.

Inclusive schools in Indonesia have increased rapidly. They are supported by the government policy to organize inclusive education related to equal rights to education for all children. In Middle-Vocational School (Sekolah Menengah Kejuruan (SMK)), which is the final level of secondary education, students need to have a good preparation before continuing their education to a higher level or plunge into the world of work. The readiness can be achieved if students have good learning achievement. One of the factors that influence learning achievement is a positive school climate. This study aimed to identify the school climate‟s perception of students with special needs and regular, teachers, principals, and parents in SMK X, Jakarta. Results indicated that students, teachers, and parents at SMK X have positive perception of the school climate. As for the students, the perception is quite positive except in the case of bullying. Teachers have positive perceptions of school climate in varied levels.

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A total of 1006 students from three public and two private universities in Indonesia participated in the study of multiple goals profiling in the Indonesian context. Four multiple-goal clusters, with learning, performance approach, performance avoidance, and work avoidance goals as clustering variables, were educed. Learning goals correlated positively with both performance approach and performance avoidance clusters, and negatively to work avoidance goals. Performance goals correlated positively with both performance avoidance and work avoidance goals. Learning, performance approach and performance avoidance goals correlated positively with self-efficacy. These clusters were further examined in relations to attributions, self-efficacy, theories of intelligence, religiosity, racial/ethnic identity, and academic performance.